GED Smart Debranded

smart
by Teresa Perrin
GED
The Smart Way to Study, Learn, and Pass the GED.
GED Smart. Copyright 2008 by Essential Education Corporation. All rights reserved. No part of this book may be reproduced in any form or by any means, electronic or mechanical, without written permission from Essential Educatin Corporation, except in the case of brief quotations embodied in critical articles and reviews. For more information, contact: Essential Education Corporation 895 NW Grant Avenue Corvallis, OR 97330 phone: 800-460-8150 GED and the GED Testing Service are registered trademarks of the American Council on Education and may not be used or reproduced without the express written permission of the American Council on Education. EAN: 9781439232576 ISBN: 1-4392-3257-1 Library of Congress Control Number: 2009902259 First published electronically 2008. First Print Edition, 2009.
GED smart
About GED Smart
ED Smart is the missing book on the GED. By teaching valuable thinking, study, and test-taking skills, GED
Smart provides meaningful preparation for the GED and the challenges beyond it.
I am always ready to learn although I do not always like being taught. Winston Churchill
Table of Contents
Table of Contents
Chapter 1 Think Smart: A Guide to Clear Thinking for Success.................... 1
What Is Clear Thinking?. ......................................................................3 How Can Clear Thinking Help You?................................................... 4 The Six Aspects of Clear Thinking....................................................10 Applying Clear Thinking to Your Life................................................33 More Clear Thinking Situations........................................................37 Clear Thinking Mini-Situations......................................................... 44 Expanded Clear Thinking Situations................................................ 51 Clear Thinking Worksheets.............................................................. 60
Chapter 2 Plan Smart: Setting Goals and Achieving Them........................75

What Is a Goal...................................................................................77 How Do Goals Help?. ........................................................................ 80 Types of Goals.................................................................................. 85 How to Define a Goal. .....................................................................101
2008 by Essential Education Corporation. All rights reserved.
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Table of Contents
Chapter 2 Plan Smart: Setting Goals and Achieving Them (contd)

How Do I Achieve My Goal?............................................................106 How Do I Stay on Track?..................................................................112 Planning for the GED.......................................................................117 Worksheets, Trackers, and Planners.............................................. 120
Chapter 3 Learn Smart: Secrets to Learning More in Less Time.............. 129

Active Learning................................................................................131 Activating Interest.......................................................................... 133 Taking Control of Your Learning.................................................... 142 Understanding How You Remember.............................................146 Studying a Text for Understanding................................................ 150 Creating a Learning Environment.................................................. 163 Practicing Learning.........................................................................166 Learning toward a Goal..................................................................169 Reflecting on Your Learning. ......................................................... 170
Chapter 4 Feel Smart: How to Motivate Yourself and Eliminate Anxiety.............................................................. 173
Feeling Smart.................................................................................. 175 Visualizing Your Goal...................................................................... 176
Table of Contents
Chapter 4 Feel Smart: How to Motivate Yourself and Eliminate Anxiety (contd)
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Creating a Supportive Environment.............................................. 179 Rewarding Yourself for Success.................................................... 182 Setting Up Motivational Reminders.............................................. 183 How to Eliminate Test Anxiety.......................................................184 Answering Your Negative Thoughts..............................................189 Making a Motivational Study Space.............................................. 193 GED Success Stories. .......................................................................198 Motivational Worksheets.............................................................. 204
Chapter 5 Test Smart: How to Be a Successful Test-Taker....................... 213

Testing Smart.................................................................................. 215 Familiarize Yourself with the Test.................................................. 216 Why Do We Have Tests?.................................................................226 Common Test-Taking Problems.....................................................228 The Day before the Test.................................................................233 GED Prep Checklist.........................................................................235 What to Do the Day of the Test. .....................................................238 Starting the Test............................................................................. 241 How to Read Test Directions..........................................................245 Taking Notes during the Test........................................................ 249
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Table of Contents
Chapter 5 Test Smart: How to Be a Successful Test-Taker (contd)

Managing Time while Taking a Test.............................................. 250 Staying Focused and Motivated....................................................254 Checking Your Test........................................................................ 258
Chapter 6 Answer Smart: Thinking through Test Questions and Answers........................................................... 259
Answering Smart............................................................................ 261 How to Read a Test Question.........................................................262 Answering Multiple-Choice Questions..........................................270 Guessing Strategies........................................................................273 One Question May Help You Answer Another..............................279 Practice Questions..........................................................................282 Practice Question Answers........................................................... 290
Chapter 7 Read Smart: A Guide to Reading for the GED...........................311

How to Get to Be a Better Reader................................................. 313 The GED Reading Test. .................................................................... 314 Different Types of Readings........................................................... 316 Words You Dont Know..................................................................327 Skimming and Scanning for Answers............................................ 331 Restating and Summarizing...........................................................335
Table of Contents
Chapter 7 Read Smart: A Guide to Reading for the GED (contd)
Vocabulary Questions.................................................................... 343 Recognizing Point of View............................................................ 346 Recognizing Tone.......................................................................... 349 Inferences.......................................................................................352 Application..................................................................................... 354 Synthesis.........................................................................................357 Reading and Literature Terms....................................................... 360 Practice Questions......................................................................... 366 Practice Question Answers........................................................... 369
Chapter 8 Write Smart: A Complete Guide to the GED Essay and Writing Test........................................... 371
What Is the GED Essay Like?...........................................................373 How Is the GED Essay Scored?.......................................................374 How to Time Your GED Essay........................................................ 389 Common Mistakes and Problems..................................................392 The Writing Process....................................................................... 398 Example Essays.............................................................................. 404 Essay Prompts................................................................................. 413 Self-Scoring System........................................................................418 Essay Writing Organizer................................................................ 420
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Chapter 8 Write Smart: A Complete Guide to the GED Essay and Writing Test (contd)
Table of Contents
The Writing Multiple-Choice Test...................................................422 Answering Writing Multiple-Choice Questions.............................425 Multiple-Choice Practice Questions............................................... 431 Practice Question Answers........................................................... 436
Chapter 9 Science Smart: A Guide to Passing the GED Science Test....... 445
What Is on the GED Science Test?................................................. 447 Important Science Concepts......................................................... 449 Understanding Science........................................................... 449 The Scientific Method............................................................. 450 More about Experiments....................................................... 454 Understanding Data and Evidence. ...................................... 458 Scientific Consensus................................................................461 Charts, Graphs, Tables, and Diagrams..................................461 Technology.............................................................................. 467 Science and Our World.......................................................... 469 Background in Science Subjects. .......................................... 469 Matter................................................................................. 469 Energy. .................................................................................473 Forces, Motion, and Work................................................... 476
Table of Contents
Chapter 9 Science Smart: A Guide to Passing the GED Science Test (contd)
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Cells..................................................................................... 482 Genetics and Heredity......................................................... 485 Evolution............................................................................. 488 Ecosystems.......................................................................... 492 Earth Systems. .................................................................... 495 Practice Questions......................................................................... 499 Practice Question Answers........................................................... 506
Chapter 10 Social Studies Smart: A Guide to Passing the GED Social Studies Test..................................................... 509
The GED Social Studies Test............................................................511 GED Social Studies Skills................................................................. 514 Comprehension Questions...................................................... 514 Restating Information and Ideas. ........................................ 514 Finding a Fact....................................................................... 517 Charts and Graphs............................................................... 520 Main Ideas and Summaries. ................................................. 521 Implications and Inferences.................................................524 Application Questions............................................................ 528 Recognizing a Principal. ...................................................... 528
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Chapter 10 Social Studies Smart: A Guide to Passing the GED Social Studies Test (contd)
Table of Contents
Applying a Principal. ............................................................ 531 Identifying Examples of a Principal......................................537 Analysis Questions................................................................. 538 Facts and Opinions.............................................................. 538 Showing Information in Pictures. ....................................... 540 Showing Information in Charts and Graphs........................ 543 Conclusions. ........................................................................ 545 Cause and Effect...................................................................547 Point of View....................................................................... 550 The Persuasive Argument....................................................552 Evaluation Questions............................................................ 554 How Good Is an Argument?................................................. 554 Comparing and Contrasting.................................................555 How Values and Beliefs Affect Decisions..............................557 Evaluating Information....................................................... 559 Important Historical Documents.................................................. 563 The Declaration of Independence......................................... 563 The United States Constitution. ........................................... 570 Landmark Supreme Court Cases............................................574 Practice Questions......................................................................... 579 Practice Question Answers........................................................... 589
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Chapter 11 Math Smart: A Guide to Passing the GED Math Test.............. 593
What Is the GED Math Test Like?.................................................. 595 Why Is Math So Hard to Pass?....................................................... 599 What If I Almost Passed but Cant?............................................... 602 How to Study for the Math Test................................................... 605 How to Approach a Word Problem. ..............................................609 How to Estimate.............................................................................618 Maximizing Time on the Math Test. ...............................................622 How to Avoid Little Math Errors................................................... 626 What Is Really Important?............................................................. 629 The Casio fx-260 Calculator............................................................632 The GED Free-Entry Grids.............................................................. 637 The GED Math Formulas................................................................ 643 Area.......................................................................................... 643 Perimeter and Circumference................................................ 647 Volume..................................................................................... 648 Coordinate Geometry. ............................................................651 Pythagorean Relationship. ................................................... 655 Measures of Central Tendency............................................. 657 Simple Interest........................................................................ 658 Distance................................................................................... 658 Total Cost. .............................................................................. 659
Table of Contents
Chapter 11 Math Smart: A Guide to Passing the GED Math Test (contd)
Practice Questions.........................................................................660 Practice Question Answers...........................................................668
Chapter 1
smart
A Guide to Clear Thinking for Success
Think
A man who does not think for himself does not think at all. Oscar Wilde
Think Smart
What Is Clear Thinking?
he most important ability that people have is the ability to think. Human beings are able to talk, build cities and cars,
and imagine fantastical futures or alternative pasts. All of the things that make us human go back to one thing: thinking. Its what our minds are made for. Sometimes we take our thinking skills for granted. Because we think every day, we hardly ever notice our own thought processes. We dont control when or how we think, because its automatic. But thinking isnt just something we do automatically, like breathing. We can learn to think. We can learn about our own thinking. We can control how we think and consider, and we can think more successfully. Clear Thinking is the process of thinking well. Through Clear Thinking, you can learn how to approach problems, how to learn new information, how to make good choices. In short, you can learn how to use your own mind to your best advantage. Thats a skill worth learning.
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How Can Clear Thinking Help You?
C E
lear Thinking is a skill. Like any skill, it takes a little bit of time and practice to learn it. So, why should you take the
time and effort to learn how to think more clearly? It has a lot of advantages.
Clear Thinking Helps You Make Good Choices

very day, we make choices. Some of our choices are as simple as what to have for lunch. But were also making important
choices all the time. Even lunch can be an important choice. Do you want the greasy double cheeseburger and fries, or how about a salad and some fruit? How important is this choice? How will it affect your life, right now and in the future? What are the factors that go into deciding? The difficulty is that theres no clear answer. You dont need to eat salad and fruit for lunch every day, and theres no magic formula for healthy eating. There are hundreds of choices of what you should eat. You take into consideration how much money you have, what you enjoy eating, whats available, whats convenient, whats healthy, and probably a lot of other factors. Yet, when have you really stopped and thought it through? Maybe you dont need to stop and think through your lunch choice every day, but if youre not thinking about the choices youre making in life, then youre not in control of your life. You choose answers on a test, and Clear Thinking can help with that. But you also choose a career. You choose how to spend your money. You choose what to eat. You choose who to
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vote for. You choose your goals. You choose what school to send your children to. All the choices that you make have results, and together they determine a lot of what happens in your life. So, how do you choose wisely? Do you stop and clearly think through the choices that you make? Clear Thinking doesnt tell you what to do. It puts you in control, so that you can use thinking tools to think through your decisions. Then, when youve made a choice, its an informed choice. Its a better choice. And making better choices makes a better life.
Clear Thinking Helps You Avoid Problems and Mistakes

Heres an everyday problem that could happen to anyone:
Youre driving to work and running late when a man rearends you at a traffic light. He apologizes, admits its his fault, and promises to pay for all the damages. He asks you not to go through his insurance company, though, because he doesnt want his rates to go up. What would you do?
o one can control whether their car is hit. Its something that could happen to anyone, and of course, its a problem. Aside
from being late for work, your car is broken. What can you do? Well, you have a choice to make. Should you go along with the person who hit your car? It might feel like youre dependent on him for help. After all, how else are you going to get your car fixed? You
Think Smart
might be flustered, worried, and in a hurry. If the person promises to pay, it might seem like you should go ahead and do it. You dont want to be mean, and the man might seem nice enough and sorry for what happened. If the situation were reversed, you might not want someone calling your insurance. You want to be a good person, a friendly person, a helpful person. But if you stop to think it through, what are the potential consequences? The person who hit your car is a stranger to you. If you help him out, what if he later refuses to pay? Will you be able to go to his insurance company in the future? Do you have photos or a police report? Can you prove what happened? How much more difficult will it be later, if theres a problem? What if the damages are just a lot more expensive than the person thinks? What if he doesnt really have enough money to fix your car? Do you even know that the contact information the man gave you is real? If you rush into making a decision without thinking it through, you might make a mistake that youll regret. It could cause a lot more problems in the future, when youre stuck with a broken car and no one to help. If you think things through, you can avoid a lot of mistakes and problems, and Clear Thinking tools are designed to help.
G ED Con n ectio n
Good thinking skills help you plan for and study for your GED. Clear Thinking helps you stay on track and take the fastest route to achieve your goals.
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Clear Thinking Helps You Approach Problems and Find Solutions
veryone faces problems and stumbling blocks. Sometimes we dont even know what the problem is. We say that were
unlucky. Nothing ever works out right for us. We cant seem to do anything or get anywhere. But the truth is that we make a lot of our own luck. When youre faced with an obstacle or problem, what do you do? How do you deal with it? Do you stop to think it through? Clear Thinking gives you tools that can help you understand problems and find solutions. Nothing can stop problems from happening. But there are any number of ways that you could respond to a problem. You have the power to act and react. You can counter a problem by thinking about it, making a plan, and taking action. Lets say that youve agreed to help the man who hit your car, and when you get the estimate, he agrees to pay it. But then, you dont get a check. You have to call and remind him. Hes so sorry. Hes waiting for a paycheck to come in. Then, finally, you get a check, and it bounces. Youre starting to think that somethings up. You can go on struggling to get money out of the man, but who knows how long that will go on? Or, you can stop and think it through. Use Clear Thinking tools to find out all your options, like going to small claims court or making a claim against the mans insurance. Then, decide on the best option for you, and make a plan to get it done. You can take control of the situation, instead of letting the man who hit your car control whats happening, and Clear Thinking gives you the tools to help.
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Clear Thinking Helps You Learn
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earning is a natural part of being human. We start out knowing nothing, and we learn almost everything that we do in life. We
learn to talk, listen, read, write, think, eat, drive, work, and get along with people. Many people think of learning as something that you only do when youre young or something that is difficult and that happens by sitting in a classroom listening to a teacher, or reading a textbook. Thats not true. Learning is something we do all our life, and most of the time we learn by having experiences. We learn by doing. We learn by talking with people. We learn when we do something and it causes a reaction. The more you learn, the more you can accomplish and the more you can understand all the possibilities that are open to you. Thats not just possibilities for your job or school. That includes possibilities for enjoying your life and feeling good about yourself. If you learn from your experiences, then thinking about those experiences helps you learn better and quicker. The same is true for learning from a classroom or a book. The more you ask questions, think about what youre doing, and think about what it means, the more you learn, whether its in your everyday life or in a class. The great thing is, the more you use Clear Thinking, the more it becomes second nature. You get into the habit of asking questions and thinking about things from different perspectives. You also accumulate more knowledge and understanding over time, so you have more information to work with when you face new problems and new choices. Your Clear Thinking becomes both quicker and more effective.
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Now you have a little bit of background about how Clear Thinking can help you. Really, Clear Thinking is just a set of tools that you can use to make better choices and to think things through. Its that simple. So, are you ready to learn what those tools are and how to use them?
G ED Connectio n
The GED tests your thinking skills more than knowledge of specific facts. The better your thinking skills are, the easier the GED will be.
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The Six Aspects of Clear Thinking
roblems and issues in your everyday life arent black and white. They arent simple, either. So, it makes sense to look at
things in more than one way. The more ways you look at a problem, the clearer you can see the whole picture. There are six important aspects of Clear Thinking... different ways to look at a problem so that you can see it from all sides. Those six aspects are Attitude, Information, Organization, Reasoning, Alternatives, and Consequences.
ttitude is about examining how opinions, values, emotions,

and ideals affect the situation. Your own attitude affects how
you look at the situation and how you act. Other peoples attitudes affect their opinions and how they act. Different attitudes create different points of view, and that can cause conflicts. Considering attitude means considering the human elements of a problem.
Key Attitude Questions:

How do my values, beliefs, and feelings affect my thinking and ideas? How do others values, beliefs, and feelings affect their thinking and ideas? Am I willing to see other perspectives and listen to different ideas?
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nfo r m ati o n is the body of fact and opinion that is available to

you in evaluating the situation. Processing information means
evaluating it for relevance and reliability and looking at it in context, to see the big picture and the relevant details.
Key Information Questions:

Do I have enough information, and how can I fill in the gaps? How reliable and appropriate is my information? Am I seeing the big picture as well as the details?
rgani z ati o n means thinking about how youre approaching

the problem, and how youre handling your own thinking.
To organize your thinking, first identify what the main issue is youre dealing with. What do you want? Whats the problem all about? Then, consider ways to apply thinking skills and order your thinking so you can make sense of your different ideas and how they relate to each other. Organization helps you plan and stay on track. You should organize your thinking process before you start and track your progress while youre considering an issue. When youre done, look back and see how your thinking progress worked or didnt work, and youll improve your organizational thinking in the future.
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Key Organization Questions:

What is the main issue, and what do I really want? What types of thinking will help, and how can I organize my thoughts? Can I make a plan to deal with the situation?
easoni ng means examining and being aware of the quality

of your thought process. Are you being logically consistent?
Is your thought process flawed in any way? Are you looking at cause-and-effect relationships correctly? Are you seeing the big picture as well as the details? Do your conclusions make sense, based on the information?
Key Reasoning Questions:

Are my premises, facts, and assumptions sound? Do my conclusions follow logically from the facts? How strong is the support for my conclusions?
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lte r nati v e s means looking at different possibilities, not

getting stuck with just one way of looking at something.
In making a decision or solving a problem, it means letting go of one point of view and considering different viewpoints and possibilities. It means thinking outside of the box and opening doors to alternatives. It involves understanding traditional approaches and then exploring ideas outside of the traditional. Traditional and innovative alternatives should be evaluated for their merits and how they might work together.
Key Alternatives Questions:

What are all my options, without worrying about whether theyre possible or even good ideas? What ideas have people had in the past? What new, creative ideas can I think of?
o ns eq uence s can be either positive or negative, shortterm or long-term. They are what happens as a result of
the decision, the solution to a problem, or action taken in the situation. In evaluating consequences, its important to consider how likely each potential consequence is and how good or bad that consequence is.
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Key Consequences Questions:

What are all the potential results, good or bad, of my plans? What are the short-term, long-term, and very long-term consequences? What consequences havent I thought of, including consequences to others?
Think of the aspects of Clear Thinking as window panes. Each pane shows you a little bit of the whole picture. Put them together, and you can really see whats going on.
Thinking about Attitude
hen you look at a problem or issue from the perspective of Attitude, you should examine your own thoughts
and feelings about the issue. How are you approaching it? Your attitude is complicated. Its made up of all your emotions and your experiences, and it takes some soul searching to think through your attitude.
! Be wary of your own knee-jerk reactions. Take a moment to put

aside what youre feeling, so that you can think about why you feel that way.
! Try to itemize what your feelings are. What past experiences are
affecting your attitudes?
affecting your attitudes? What important believes and values are
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! Now, think about how your attitudes affect your approach to
the problem. Are you unwilling to face the problem? Are you unwilling to recognize other peoples ideas or points of view?
! Do you have a one right way attitude about the situation? Most
situations are complex, and theres not only one right answer. learn something valuable from them. Many times, even if you disagree with others opinions, you can
! If you have strong emotions or beliefs that conflict with others,

try putting them aside to explore what other people are saying. dont let them take over. You dont need to give up your emotions or beliefs or values, but
! Explain to others how important your emotions, beliefs, and
values are. Recognize that other people dont have to agree with you, but that doesnt make your feelings and values unimportant. Other people want you to respect their emotions; other people need to respect your emotions, too. The best attitude to approach learning is one where you
recognize your own feelings, experiences, and beliefs, but youre open to learning new things and understanding what others are trying to say. Many times, people think that they already know the answer, so they dont stop to learn new information. Other times, people have strong emotions about an issue and just dont want to think about it. But new information cant hurt you. No one can make you change your opinion or belief. Listening to others, understanding new information or points of view, is always valuable. And thinking about your own attitude makes it possible.
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Once youve considered your own attitude, think about the attitudes of others. Every person has a different point of view. The Attitudes aspect of Clear Thinking helps you look at different points of view and understanding why different people and groups believe different things. You dont have to agree with other peoples viewpoints. But its important to understand why different people have different ideas. Without understanding other peoples points of view, you can get stuck at an impasse where no one will listen to each other. And understanding someones point of view can be the first step toward a compromise.
! Identify who the important people or groups of people are that

have opinions about the topic. Sometimes, this is your family and friendsother people who are affected by the same things you are. Sometimes, it means organizations or groups who are giving you their opinion.
! Identify whose opinion is important to you. Who do you
care about? Who is it important to consider? Understanding everyones viewpoint can be helpful, but it can also help you make important decisions to identify whose opinion matters most to you. Being aware of the viewpoints of important people (like your boss at work, or your spouse at home) can help you avoid conflict and make good decisions.
! Think about the motivations, goals, values, beliefs, and

point of view?
experience of each person or group. What factors go into their
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Motivations are the reasons why people say, do, or think *
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different things. A company wants to make money when it tries to sell you something or avoid laws that would cost it money. A friend might be motivated by wanting to help you or not wanting to hurt you by telling you something you dont like. Motivations help explain peoples actions.
Goals are end results that people or groups want. An animal * shelters goals might be to prevent unwanted animals from being born. Your spouses goal might be to afford to buy a boat, retire early, or take a nice vacation. Peoples goals reflect their desireswhat they wantand they affect peoples actions. Values are what people think are important. We might all * think that a college education is a good thing, but some people think its more important than others. How valuable we think a college education is depends on our experiences and our culturethe things that make us different from each other. Sometimes values can conflict. If one person thinks its very important to have low taxes, and another person things its very important to have good schools, those values might conflict. If the city wants to impose a property tax to improve the schools, the people with different values will have different viewpoints. Beliefs are things that we believe to be true. Sometimes, beliefs * come into conflict with each other. People have different beliefs about what kind of government is best. People have different religious beliefs. People have different beliefs about how to raise children. Beliefs, like values, come from our
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experience and culture. Sometimes beliefs may be provable as true or false, but often times its unclear what belief is true. Experience forms our opinions, values, and beliefs. Experts * have a lot of knowledge about a topic, and that knowledge affects their opinions. Your friends and family members may have had good or bad experiences with the issue youre thinking about. Sometimes, their experience gives them valuable information. Other times, experiences can be misleading. Its much easier to judge opinions and actions once you recognize the values, beliefs, motivations, and experience behind them. Once you truly understand different attitudes, you can decide whether to agree or disagree, who to trust, and how to best argue your own point of view.
Thinking about Information
nformation is the basis of all our opinions, beliefs, and actions. We respond to things that we know or think are true about the But there is a lot of information to sift through. We have
world. Thats information. different kinds of information to choose from. We have our own experiences, what we see or hear. We have what other people tell us. We get information from television, radio, movies, and the Internet. We see advertisements and fictional accounts of real events. How can you sort through all the information there is, to find out what you need? And how do you know if information is reliable?
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! Start out by evaluating what information you need in order to

You dont need to know every piece of information known to
solve your problem or address the issue youre thinking about. man on the topic, so you need to think about what information is important.
! Think about the information you already know. Where does it

just remember hearing it somewhere? If you dont know the source of important information, you should verify it before relying on it to make a decision. Your memory can easily trick you.
come from? Do you remember where you learned it, or do you
! Learn to find out information. The Internet is a good source of

information, but you also need to know who is presenting the information, because not all the information on the Internet is true. What are your possible sources for information? Just a few are government agencies, magazines and newspapers, news shows, books, or non-profit organizations.
! Get the best information possible. Find out who the experts are.
on baking a cake, go to a cookbook.
If you want information on how to apply for student loans, go to the people who provide the application. If you want information
! Rate information based on how reliable it is and how likely it is.

If information comes from a reliable source and seems likely, then its your most reliable information. If information comes from a source that might not be trustworthy or someone who has an agenda, scrutinize that information carefully. Remember, information you hear from friends isnt necessarily reliable!
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Urban legends gain popularity because its easy to believe something a friend tells you, but your friend might not realize that what theyre telling you is true. If information comes from a source you think is reliable but also seems unlikely or surprising to you, check it out. Take responsibility for what you believe or dont believe.
! Get information from more than one source. Sometimes, a single

source is unreliable or just doesnt include information that might be helpful. If a lot of reliable sources agree on information, then you can probably trust that information. Sometimes the information wont be completely clear, and youll have to use your judgment to decide whats true.
! When information seems to conflict, look at it closely. Is there

studies or ideas that arent proven? Is some of the information
a detail youre missing? Is some of the information only true in some circumstances? Is some of the information based on new provided by people who have a motive or agenda that might bias the information?
! Look at the big picture as well as at the details. Try to get an

perspective.
overview of the situation, so you can put your information in
! Sort out the opinions and the facts. When youre looking for
as good as the facts its based on, so when youre evaluating
information, youll find a lot of peoples opinions. Opinions can be useful, but theyre not the same as facts. An opinion is only someones opinion, youll need to look at what information that opinion is based on.
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The information you find will form the basis for your own opinion, so its important to look at your information carefully and get all the information you need before making a decision. Evaluating information is a skill that you can use every day.
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Thinking about Organization
rganizing your thinking is important to making progress. What is the main issue or problem youre dealing with? How
can you approach the problem? What thinking skills are going to be helpful? How do you know if youre on the right track? Being organized in your thinking and planning how to think through a problem or issue can make it easier to understand issues and come to the best conclusions.
! Understand the problem. What is the main issue? Try to put the
side issues aside and decide where you need to focus.
! Decide what your goals are. If you dont really understand what
out whats important and whats just a sidetrack.
you want, its hard to make progress. Determining what you want can be difficult, but its an important step. It will help you figure
! Make priorities. Whats most important? What is less important?

Whats not important at all?
! Think about thinking. What aspects of Clear Thinking will help

you deal with this problem?
! Organize your thinking. You can use graphics to organize your

thinking.
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Use a Venn diagram to compare and contrast two different * things or ideas:
G ED Con n ectio n
Venn diagrams and thought webs are useful tools for organizing a good GED essay.
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Use a thought web to chart the relationships of different * thoughts or to brainstorm:
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Use an organizational chart to organize things in a pattern or * hierarchy:
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! Make a plan. A plan helps you break up what you need to do into
smaller steps and chart a path to get where youre going. You can make an action plan to get things done, but you can also make a thinking plan. Which aspects are Clear Thinking are going to be most helpful to you? When will you need them? What will be your goal in using them?
! Track your progress. By thinking about how youre doing, what

toward your goal.
youve accomplished, whether youre making any mistakes, and whether youve gotten distracted, you can keep yourself moving
! Try improving your thinking process. You can build on whats

working for you. Do more of what works best. You can also identify and fix problems with whats not working. Maybe it just isnt a good tactic. Maybe you need an alternative. The more you work at improving your thinking plans, the more quickly and easily youll figure out what you need to know. Like many of the aspects of Clear Thinking, Organization requires thinking about your thinking. Thinking about your thinking helps you put your problems or decisions into perspective and helps you avoid making mistakes or going around in circles.
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Thinking about Reasoning
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o understand Reasoning, it helps to understand different ways of thinking. Its easy to get stuck thinking in a circle.
I have to help out my sister... but if I do that I wont have enough money to get by this month. But she needs my help, I have to do something. But theres nothing that I can do... Its easy to get stuck with this type of thinking, and it often leads to worry and stress instead of solutions. Once you recognize circular thinking, you can start changing the way that youre thinking. Three important ways of thinking are linear, or logical, thinking; creative, or innovative, thinking; and intuitive thinking.
! In linear thinking, you move from one idea to the next by a
process of logical thought. If this is true, then that must be true. So, if your sister needs your help, and you dont have the money to help her, then logically you must find a way to help her that doesnt involve money.
! Creative thinking means thinking of new ideas without
necessarily being led to them from any logical source. You might use creative thinking to think of ways to help your sister. You could help her find money from somewhere else; you could help her by donating your time. You could help her find ways to save money. Maybe none of these ideas would apply to the situation, but using creative thinking can come up with new ideas.
! Something thats closely allied to creative thinking is intuitive

thinking. When youre making choices, do you jump to conclusions because they seem right? Sometimes your intuitions can be helpful, like if you see a man on the street corner while
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youre walking at night and your intuition says he might be dangerous. But other times, our intuitions mislead us, so its important to be aware if youre coming to a conclusion through intuition or through logic. Logical reasoning is really about linear thinking, getting from one place to another step by step. Creative and intuitive thinking can help you in many ways, but linear thinking is where you check yourself, to make sure youre making good choices. When you reason, you start with assumptions or facts, and you make conclusions based on those facts. That leaves a few places to go wrong:
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! Wrong assumptions or facts ! Wrong connections between facts and conclusions ! Giving too much certainty to your conclusions
Facts or assumptions are the support for your conclusions. You need to make sure that your support is reliable and true, otherwise all your conclusions could be wrong. That means making sure that you have good information. It also means being aware of what your assumptions are. What are the reasons for your conclusions? What are you basing your findings on? Try to figure out all of your assumptions, because there may be some that you take for granted. Making wrong connections between facts and conclusions is a common problem with reasoning. There are a few important ideas to understand about making connections between facts and conclusions.
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! Cause and effect: Understand what the cause is and what the
effect is. Is there a logical reason why one thing might cause another? Two things might be related, but that doesnt mean one causes the other. Something else might cause both, for example.
! If this, then that: Most logic relies on the idea that if one thing
is true, then a second thing is also true. Make sure that this always be true. relationship is solid, because sometimes it can sound true but not
! Some relationships arent reversible: Just because all mothers

are women doesnt mean that all women are mothers. It connection... and it isnt always easy to see its not true. makes sense! But sometimes its easy to accidentally reverse a
! An example isnt the whole picture: If the first person you meet
when you come to a town is annoying, that doesnt mean all (or even most of) the people in the town are annoying. A lot of the time, a story about something puts it into perspective. One persons account of what happened to her can be more convincing than a lot of statistics. But that persons experience might be unusual, or even not true! So, you need to look at the big picture. Once you come to a conclusion, its important to weigh how strong the evidence for the conclusion is. You might come to a conclusion you truly believe in, but you dont have enough evidence to objectively show that its true. Theres nothing wrong with that, but its important to recognize that your conclusion is really a hypothesis, your personal idea about whats going on. Youll need to investigate deeper and look at more evidence to find out whether the idea is true or not.
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If you have a lot of evidence for your conclusion, you can think of it as a theory. You cant be 100% certain about your conclusion, because you might run across new ideas or new evidence that explain things in a new way. The more evidence you have, the stronger your theory is. But your willingness to always look at new ideas and reconsider what you think will make you a better thinker and decision maker.
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Questions to ask to check on reasoning:
? Is my thinking flawed in any way? ? Is my thinking really complete, sound, and clear? ? Am I stuck in one train of thought, a re-play of how I thought
about this before?
? Do I grasp the cause and effect relationships in what Im

thinking through?
? Do my conclusions follow logically from the information I have? ? Could I reach a different conclusion from the information? ? Is there another way to interpret the information? ? What am I taking for granted? What assumptions am I making? ? Am I seeing the whole picture? Am I focusing only on a few
details?
? Is my conclusion a theory, backed by evidence, or a hypothesis

that I want to investigate?
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Thinking about Alternatives
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lternatives are choices and options that you have. Its easy to get stuck thinking that you dont have any choices, or that
there are only one or two things you could do. But usually, you have more choices than you think. Thinking about alternatives usually involves creative thinking. Your main goal is to break out of the mindset that you only have a few options and think of as many choices as you can. That means doing some brainstorming.
! Identify the choices that you have to make. Where do you have
the opportunity to brainstorm for ideas?
! Do a little research. Find out what other people have done. What
are the traditional ideas? What do the experts do? Start off with about or tried. some background on alternatives that other people have thought
! Sit down to think of new ideas. Dont worry about the details.
Dont worry about whether the ideas will work or not. It isnt idea youll choose. Its about thinking of as many ideas as possible. about only coming up with good ideas. This isnt about which
! Dont accept or reject any ideas. Thinking thats the one!
will get you bogged down in the details and prevent you from thinking of any more ideas. Thinking that wont work! is just as bad. Even a bad idea can lead you to something new you havent thought about.
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! Write down as many ideas as you can. If you have a friend who
help you generate even more ideas.
can help you brainstorm, brainstorming with someone else can
! You can organize your ideas in a list, in a web, or all over a sheet
of paper. Doodle if you want. But get as many ideas as you can.
! Try brainstorming in a few sessions at different times. Take

breaks when you run out of ideas.
! Try to come up with new ideas instead of just variations of the

same ideas.
! Dont only consider the things that you want to do. Also think
about things that seem like theyre too hard. After youve thought of as many possible alternatives as you can, you can narrow down your choices. Consider each idea, and choose the one that seems the best all around.
Thinking about Consequences
onsequences are the results, good or bad, of your choices. Thinking about consequences means thinking about the
future, and making connections between causes and effects. Actions have many consequences. Some of them are unexpected, but with a little thought, you can predict many of the results of your choices.
! Consider your goals. Your goals are the consequences that you
forward toward your goals.
want. The action that youre planning to take should move you
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! Think about the short-term and long-term consequences of your

actions. What will be the results right away, and what will be the results in the future?
! Dont only focus on what you plan to happen. What might be the
unexpected results of your actions? What negative consequences can you expect, as well as good ones?
! Think about the big picture. What are the consequences of your
affected? Do your actions affect society as a whole?
actions for your family and friends, or other people who may be
! Weigh the good and bad consequences of your actions. Any

action you take has potential consequences.
? Is this consequence good or bad? How good or bad is it? ? How likely is this consequence? Will it definitely or probably
happen? Or is it unlikely?
? How much risk am I willing to take? What bad consequences

are acceptable to me? Judging the potential consequences of your action depends on your personal values, priorities, and tolerance for risk. Your conclusion may be different from someone elses, but thinking it through lets you control the risks that youre taking.
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Applying Clear Thinking to Your Life
ow do you apply Clear Thinking to a real-life situation? Its as easy as selecting the aspects of Clear Thinking that you
need and asking yourself the right questions to think through the problem until you can see it clearly. Heres an example of an everyday issue that anyone might face:
Maria needs to buy a new car. How does she decide what choice to make?
Attitude
aria examines her attitude. She hates to buy cars because she feels pushed around by the salespeople. Its something
that she tends to put off. Last time she bought a car, she just wanted to get it over with. The dealer said they had the car she wanted, but when she got there, they didnt have it. She ended up with a car she didnt really want and payments that were too high. She was able to refinance the car, but shes never been happy with it. Now she doesnt want to even think about it, and shes dreading going to a dealership. By examining her attitude, Maria realizes that her past experiences are making her unwilling to deal with the issue of buying a car. She is afraid of making the wrong choice. She promises herself to try to put her negative feelings aside. She will do research on the car to make a choice shes really happy with, and
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she promises herself not to be pushed around. She asks her friend Curtis to come with her to the dealership and help her out, in case a salesman tries to push her into a deal she doesnt want.
Alternatives
efore Maria starts looking for specific information, she needs to have a general idea of what kind of car she wants.
She tries to think of different alternatives of cars to look at. Does she really need a minivan or SUV for her son? Maybe theres something smaller that will help Maria save money and be easier to drive? Maria even wonders whether she needs a car at all. Would it be possible to avoid the expense of a car, with all the insurance and gas? She could bike some places, and shes even seen bikes with child seats attached to the back. Or she could join a car co-op, where she pays a monthly fee and can take a car out whenever she needs one. Maria thinks about as many alternatives as she can, even if they seem unfeasible or even silly. She realizes that she has more options than she thought. Maria decides that, at least for now, her own car is the best choice, but she wants to consider smaller cars and hybrid cars to help her save money. She also thinks that buying a used car is a good alternative, but she definitely wants one thats not too old and has a warranty.
Organization
hen Maria starts considering what car to buy, she thinks about her goals and tries to organize her thinking. She
makes a list of all the qualities that are important to her in a car, plus how much of a monthly payment she can afford. She makes a
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plan that she will first research which cars will suit her needs, and then narrow them down based on what she can afford. When she finds the car she wants, shell try to locate it and make a deal on the price.
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Information
aria wants information to make a choice about the right car to buy. She needs information about which cars will meet
her criteria for what shes looking for. She wants a car thats got a lot of safety features and that will easily hold a car seat for her son. She wants to get good gas mileage, because she cant afford a lot of money for gas. And she wants a reliable car that wont break down. Maria finds some resources for information about cars, such as Consumer Reports magazine, where she thinks shell find unbiased information. She also gets information on specific cars from car manufacturers, such as the listed miles per gallon. Maria is able to narrow down her search to four cars.
Reasoning
aria examines the premises that shes made to come to the conclusions shes reached. She realizes that shes missed an
important point as shes been narrowing down her search for cars. She hasnt thought of the fact that shell need to bring her mother out to doctors appointments and shopping, because its been harder and harder for her mom to drive. Her mom has difficulty getting in and out of a car, so Maria decides to get a car that is easy to get in and out of. That narrows her choices down to two cars.
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Consequences
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aria thinks about the consequences of her two car choices. One is a little bit more expensive than the other, but its
a hybrid and uses less gas. She doesnt think that the amount of money shell save on gas will make up for the expense. Still, what are the other consequences? On the hybrid, she realizes that shell get a tax credit, as well as saving on gas. Plus, the better gas mileage will help the environment. Otherwise, the two cars are pretty similar. Maria finally decides on the hybrid. Maria has used the tools of Clear Thinking to make a decision that she will be happier with. Its not hard, and with a little practice, Clear Thinking becomes automatic.
Attitude:
Writing the GED essay, point of view in social studies, characters and authors attitudes in reading, and staying motivated in studying.
Clear Thinking on the GED Test
Information:
Evaluating information for social studies and science, giving details and arguments on the GED essay, and finding and understanding study materials.
Organization:
the GED essay.
Planning your GED studying and organizing
Reasoning:
Evaluating and analysis for social studies and science, choosing answers when youre unsure, supporting your essay, understanding word problems, and solving math problems.
Alternatives:
Thinking of ideas for the GED essay, thinking of ways to quickly solve math problems, and evaluating multiple choice answers.
Consequences:
Thoughtful ideas for the GED essay, staying motivated, and cause and effect for reading, science, and social studies.
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More Clear Thinking Situations

a single mother, and my parents have retired and moved to Im another state. Theyre hundreds of miles away, and its way too much money for us to call them. Going out to visit them is worse. We just dont have the money, even for one trip a year. Maybe we could do it every other year. But they expect visits, and phone calls, and Im already paying phone bills two or three times what they used to be. Why dont they call or come to visit us, sometimes? We want to be a family and stay in touch with each other. I just want them to help with that.
A I
t titude : The writers concern is about money, and she

feels shes being treated unfairly. Her parents dont seem to
understand the situationthey dont see it from her perspective. She doesnt seem to be sharing her feelings with her parents, and maybe they dont realize the financial hardship. The writer should think about why shes reluctant to talk to her parents about money, because not talking about it makes the problem worse.
nfo r m ati o n: The issue doesnt revolve around information...

but perhaps some information is missing. On the writers part,
why dont her parents call or visit? Are there health reasons or even financial reasons that the writer isnt considering? From the parents point of view, do they have the information that the writer has about her financial position?
rgani z ati o n: The writer needs to identify a main goal.

What does she want? Probably, she wants her parents to visit
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and call more and therefore share the expenses of keeping in touch. Thinking about attitudes and alternatives will probably be most helpful. She can develop a plan to try to talk with her parents about this issue. She could also use organization to help develop a budget for visits.
R A
easoni ng: The writer reasons that visits and phone calls
to her parents are expensive; she is on a limited budget.
Therefore, she should not bear all the responsibility for visits and phone calls. The reasoning is sound as far as it goes, but doesnt necessarily give the whole picture. She answers why she doesnt visit more often but not why her parents dont visit or call.
ltern ati v e s : The writer hasnt thought of a lot of

alternatives, such as getting a phone plan that allows her and
her children to call her parents without extra expense, using instant messaging, ways to earn airfare (perhaps a credit card with travel miles), splitting travel expenses with her parents, talking with her parents about the problem... perhaps there are many more. Brainstorming ideas of how to cut the costs of visits and calls, and also how to talk to her parents about the issue, might be helpful.
onseq uence s : The consequences of the current situation

are that the writer seems to resent her parents and that she
must tighten her budget to afford visits and calls. Maintaining silence may lead to growing resentment. The writer needs to look at the consequences of approaching her parents about the issue. How might they react? Why is she reluctant to talk with them about it?
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bout a year ago, I started working at a new job. I work in a small A office with three other people all day. The supervisor is named Carolyn. I think Carolyn might be mentally ill, with obsessivecompulsive disorder. Shes labeled all the office chairs with our names, and even the coffee cups in the kitchen. One time I used the wrong cup, and she threw it away and bought a new one. Its more than just her strange habits, though. She is a little too friendly, and talks about having childen and a family in a certain way. She hasnt asked me out or said or done anything outright, but it seems like shes got a crush on me. I like my job and dont want a new one. But I find myself trying to avoid her, coming in early or late, taking strange lunch times, cowering at my desk. Theres nothing I can do.
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t titude : The writer needs to look at his reasons for his

discomfort. Is there a way he can confront his feelings and
become more comfortable dealing with his supervisor? Does he have bad past experiences, or perhaps just no experience with people with mental quirks or issues? Also, from Carolyns point of view, what is driving her behavior? Since her social interaction skills dont seem normal, perhaps the writer is misinterpreting her behavior, and even if hes not, perhaps talking about Carolyns point of view would improve the situation. The writer is currently avoiding the issue instead of facing it.
nfo r m ati o n: It might be useful to the writer to find out

information about OCD and also information about his
supervisor. Talking to others who know her better might help calm his discomfort. Also, the writer should find out information about
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sexual harrassment. In case the problems get worse, its important to know the facts.
rg anizati o n: The writers main goal seems to be to find a

way to work comfortably at his current job. He needs to make
a plan to deal with the situation. One part of that plan should be to talk with Carolyn, and if he has problems, he should consider talking with someone higher up in the company and with the human resources department. He should also think about finding a new job, if he cant improve his situation. Alternatives, information, and attitude are perhaps the most valuable places to start. The writer can make a plan of how to deal with his supervisor and what to do depending on how Carolyn reacts.
R A
easoni ng: The writers actions are based on his emotional

reaction to his supervisor. Carolyn makes the writer
uncomfortable, but she is basically just odd and may or may not have a crush on the writer. The writer might benefit from looking at Carolyn more objectively and with less emotional response, which is where getting some information might help.
ltern ati v e s : The writer should look for alternative ways

to deal with the situation. He could brainstorm ways to talk
to and deal with Carolyn, who to talk to at his company about the problem, ways to create boundaries in the office, and also ways to deal with his own feelings and become more comfortable around Carolyn.
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o ns eq uence s : By staying in his job, the writer keeps

a job he seems to enjoy, but hes limiting his lifestyle by
working odd hours and staying in his work area at the office. If he can become more comfortable with, and understanding of, his supervisor, he can probably improve his situation and be happier. He also has legal options if his supervisors actions qualify as sexual harrassment, and he needs to look at the consequences of pursuing a sexual harrassment claim. The consequences of leaving his job might be a less enjoyable or high-paying job, and he will need to weigh this against the consequences of his present situation.
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while ago, my grandfather started losing his eyesight, and it seems A to be getting worse. No matter what, though, he wont stop driving, and insists hes okay. Every day, he drives somewhere, the store, or to see his friends. I dont have time to drive him around, between work and two young kids, and my mother has passed away, so theres no one to help me. I am so worried hes going to get into an accident, or lose his license, maybe even hurt someone. Hes an adult, hes supposed to be responsible. But he wont listen to me. He still thinks of me as a little girl.
ttitude : There are two peoples attitudes involved in the

situation. The grandfather is getting older, but he doesnt want
to have to change his behavior and admit there are some things that he cant do anymore. He might not like his granddaughter giving him advice. After all, he thinks of himself as the adult, the one who makes choices and decisions. The granddaughter is worried, but feels helpless. She feels like she doesnt have any real way to respond to the situation, and all she can do is worry. It might be helpful for her to start talking about the issue with her grandfather in terms of the future, that sometime down the road he might need to give up driving. Then, she can start a discussion about what criteria would determine whether he can drive or not.
nform atio n: Some information might help this problem.

Knowing the state of the grandfathers eyes (information from his
doctor) and how its affecting his driving might help. Another kind of information that might help is whether there are organizations or alternative transportation to help the grandfather get around. Are there shuttles for seniors? What about public transportation?
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rgani z ati o n: The womans main problem is that shes

worried about her grandfather and wants to deal with the
question of whether he can drive. She can come up with a plan to talk with her grandfather about the issue. The woman and her grandfather might also be able to make up a plan for how her grandfather can safely get around.
R A
e a s o ni ng: The grandfathers reasoning needs to be

checked. He doesnt want to give up driving, but is this just
an emotional decision? If the information shows that its not safe for him to drive, he needs to check why hes opposed to stopping driving.
lte r nati v e s : Thinking of alternatives could help. The

grandfather and granddaughter could think of alternative
ways for the grandfather to get around. They could also try to brainstorm alternatives so that he doesnt need as much transportation, or so that the granddaughter can adjust her schedule to help more.
o ns eq uence s : The grandfather needs to think about the

consequences of driving, even if his eyesight is failing. What
risks is he taking, to himself and others?
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Clear Thinking Mini-Situations
N Y
ow, its your turn to apply Clear Thinking. Try using a few select Clear Thinking tools to think through the following
hypothetical problems and situations.
Situation 1:
our doctor tells you that your blood pressure is high, and he wants you to start taking blood pressure medication and start
managing your diet and exercise program. Attitude: How would you react to the situation? What would your attitude be?
Information: Where would you go to get information? What kind of information would you need?
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Organization: What questions would you have? What plan of action would you make?
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Other thoughts: What other aspects of Clear Thinking might you use to think through this situation? What other thoughts or ideas do you have?
Situation 2:
ouve gotten laid off from your job, and you only have one months salary in your savings.
Attitude: How would you react to the situation? What would your attitude be?
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Organization: What goals would you have, both for getting a new job and for getting by financially? How might those goals conflict?
Information: How can you find out information about financial resources to help you out until you can get a new job?
Alternatives: How many different ways can you think of to look for a new job?
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Situation 3:
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ou have an opportunity to go to a conference several thousand miles away. It would give you a lot of contacts and
recognition, possibly leading to new job opportunities. On the other hand, you need to pay for the conference yourself. Attitude: How would you react to the situation? What would your attitude be?
Consequences: How would you weigh the good and bad consequences of taking this opportunity?
Reasoning: What are the cause and effect relationships you looked at in weighing consequences? What is the thought process youre using to come to your conclusion?
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Situation 4:
our mother has had a seizure and is in and out of the hospital having tests, and shes not allowed to drive. There is no one
else in your immediate family that can help, but you also have health issues. Your doctor cautions against too much driving or being in hospitals, where you could get sick easily. Attitude: How would you react to the situation? What would your attitude be?
Consequences: How would you weigh the good and bad consequences of helping or not helping your mother?
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Alternatives: Can you think of any alternatives that would allow your mother to get the care she needs while not endangering your own health?
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Situation 5:
ouve unexpectedly won $10,000, and will have to pay about $4,000 in taxes on the money.
Attitude: How would you react to the situation? What would your attitude be?
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Alternatives: What alternative choices can you think of for things you would do with the money?
Consequences: How would you weigh the good and bad consequences of the possible alternatives?
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Expanded Clear Thinking Situations
ook thoroughly at each of these situations and decide what questions and issues are posed. How would you apply each of
the aspects of Clear Thinking to the situation? went to my friends college graduation last June, and I bought a Ispecial portrait from a local artist as a graduation gift. Unfortunately, the portrait was not completed in time for the graduation. I let my friend know his gift was late, but now its been two months. The artist keeps putting me off. Plus, I put down a deposit on the portrait. Now, I dont know what to do. Should I wait for the gift to be finished, or give my friend something else? What should I do about the artist and my deposit? I cant afford to just lose that money. Attitude:
Information:
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Organization:
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Reasoning:
Alternatives:
Consequences:
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my husband is cheating on me. I found a receipt for dinner Iatthink a fancy restaurant, on a day that he said he was working late. It was an expensive dinner and drinks. He never takes me out to a restaurant. I have to cook for him every day. And I take care of the house. I never get a break or a date, and it makes me mad that he would take someone else out like this. Im sure hes having an affair.
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Attitude:
Information:
Organization:
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Reasoning:
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Alternatives:
Consequences:
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y community group is trying to start a proposal in our town to be M energy-independent. That means, theyre trying to push everyone to participate in green programs, like recycling, and install solar panels and other renewable energy sources. Theyve got local artists creating sculptures from trash as part of their publicity for all this stuff. Theyre even talking about creating a hydroelectric plant. Im really concerned about what the costs are going to be and whether it will raise taxes. I want to say something, but it seems like no one wants to hear anything negative. I feel like I cant even express one opinion without being treated like a horrible naysayer who wants to be dependent on foreign oil. I just dont know if I make such big changes. I mean, theyre trying to upset everything about how we get our energy. Attitude:
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Information:
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Organization:
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Reasoning:
Alternatives:
Consequences:
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y daughter is only 15, and I just found out shes pregnant. I dont M want her to drop out of school, but I dont want her to give up the baby, either. I want her to let me help raise the baby, so she can finish school. She hates this idea. She wants to get married to her boyfriend, whos only 17, and she thinks they can both drop out of school and find work to support themselves. Shes threatening to run away, and I dont know what to do. She says that letting me raise her child is worse than giving it up for adoption and that Im a terrible parent. Sometimes I think shes right! Attitude:
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Information:
Organization:
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Reasoning:
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Alternatives:
Consequences:
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he best way to learn Clear Thinking is to apply it to real problems in your life. It doesnt matter if the problems are
simple or complex. How can you make the best shopping list? How can you budget for your family? How can you decide on the best job? Where should you go on vacation this year? Try applying Clear Thinking to real issues in your own life, because learning through experience thats meaningful to you is the best kind of learning. Use the following worksheets to help you apply Clear Thinking to your own life.
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Clear Thinking Worksheets
n many ways, Clear Thinking is about asking yourself questions. Use these worksheets as a guide to ask yourself questions, and
find answers, about the situations or problems that you need to think through.
My Notes
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My Own Attitude Worksheet

Do I have any strong emotions about this situation or problem?
What are my worst fears about what will happen? How are my fears affecting my thinking?
Do I have any past experience with this type of issue or problem? How are my past experiences changing my attitude?
Am I open to new ideas or new thinking on this topic? Do I think I already know the answers?
Am I confident that I can take control of the problem or situation? Do I feel like the problems are too big for me to do anything?
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Are there outside things confusing the issue? Am I letting other parts of my life interfere with my thinking?
Where do my ideas or beliefs on this subject come from?
Do I get upset or emotional when talking or thinking about this issue?
Do I want everyone to agree with me about the situation? Am I willing to accept that I cant change everyones opinion?
Is this an issue that I avoid or procrastinate about for any reason? Why?
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Attitudes of Others Worksheet

Who are the important people or groups involved in this issue?
Whose opinions and viewpoints are important to me?
What are my own values regarding this issue? What is most important to me?
Are there people or groups who disagree about this issue? What are the different values important to those people or groups?
What types of emotions are generated among different people and groups about this issue?
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What are the motives for people or groups who have opinions about this issue? Does anyone have anything to gain?
What are the beliefs of those who have opinions about this issue? Do they have fundamental beliefs about the world that conflict?
What are the ideals of people or groups who have opinions about this issue? What are they striving for in the world?
What are the specific goals or objectives of people or groups who have opinions about this issue?
Am I willing to accept that different points of view can come from different values, and there may not be a clear right and wrong?
Can I tell the difference between an opinion based on poor evidence or faulty premises and one based on differing values?
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Information Worksheet
What information do I already have about the problem or situation?
What information am I lacking? Where is the best place to find reliable information to fill in the gaps?
Have I looked at information from multiple sources, or is all my information from one place?
Have I compared information on both sides of the issue?
Do I have information from good, reliable sources without motives that might bias them?
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Do I have information that gives an overviewa big picture viewof the situation?
Do I have information that gives me the details that I need?
In the information that I have, what is fact and what is opinion?
Are my own opinions formulated on facts and information?
Am I using any information that is unlikely or surprising? How can I verify that this unlikely information is true?
Do I have any conflicting information? How can I decide which information is true? Am I looking at the conflicting information in detail?
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Organization Worksheet
What is my main goal? Is it a well-defined goal?
What is my focus? Am I looking at the big picture or the details, or both?
How can I organize my thinking about this issue?
What way of looking at the problem will be the most useful?
What aspects of Clear Thinking will be the most useful? What order should I use them in?
How can I make a plan to achieve what I want or to make a decision?
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Can I use any graphic organizers to organize my thinking, like a thought web or a Venn diagram?
Visually organize your thoughts in a graphic organizer:
How can I keep track of my progress toward my goal?
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Reasoning Worksheet
Am I making any intuitive leaps in my thinking?
Am I using linear thinking? Can I use linear thinking to my advantage?
Am I using creative thinking? Can I use creative thinking to my advantage?
Is my thinking flawed in any way? Is my logic complete, correct, and clear?
Am I trapped in a circular loop of thought? Is my thinking leading anywhere?
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What are the cause and effect relationships in the situation?
What is the support for my conclusions?
What assumptions am I making?
Do my conclusions follow logically from my assumptions?
Is my idea a hypothesis or a theory? How strong is the support for my idea?
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Alternatives Worksheet
What areas do I need to think of alternatives for? What are the choices that I need to make?
Am I only focused on one or two possibilities? Have I looked at other choices?
Am I too focused on the problems posed by my path, or by one option, to see other possible paths or options?
Do I get too bogged down in thinking out the details of one choice to look at a lot of other possible choices?
Am I only considering things that I want to do or that I think will be easy?
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When Im thinking about alternatives, do I list a lot of options, even ones that dont seem possible at first?
Have I researched what other people have done in the past?
Have I looked into the options that are recommended by experts or professionals?
Have I tried to think of new, creative options that no one has tried before?
How can I come up with the most possible options to choose from?
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Consequences Worksheet
Will my potential actions achieve the goal Im hoping to achieve? What could prevent my actions from achieving that goal?
What consequences might my actions have that Im not anticipating?
How many potential consequences can I predict for my actions?
What are the immediate (short-term) consequences of my actions?
What are the future (long-term) consequences of my actions?
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How do I place a valuegood or badon a consequence? How good or bad are the potential consequences?
How likely are the good and bad consequences of my potential actions?
How high is my tolerance for risk?
When is an unlikely consequence worth taking a risk for?
Do my actions have consequences for others as well as for myself?
Chapter 2
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Setting Goals and Achieving Them
Plan
It takes as much energy to wish as it does to plan. Eleanor Roosevelt
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What Is a Goal?
hat do you want in life? Everyone has dreams and aspirations. Maybe you want a good job and enough money
to get by. Maybe you want to buy a house and to give your kids a college education. Maybe you want to get married and have children or to find a job that you really love. Maybe you want security for the future or to be able to retire. Maybe you want to travel and see the world. Maybe you just want to have free time to golf or paint or do what you love. You want to be healthy, and you want to be happy. Maybe you want to have friends and to do something good for your community or for your children. Most people have a lot of dreams and ideas about what they want. You probably do, too. Some of those ideas are vague wishes for the future. But how do you get there? For a lot of people, dreams are in the future. Theyre for someday. And the road to achieving them isnt very clear. Maybe youll get lucky. Maybe a chance opportunity will come by some time. The truth is that people make their own luck and define their own lives. You cant change where youre starting from, but you can change where youre going.
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The best way to get where you want to be is to take action, and that means making a goal. A dream, a wish, or a desire can be vague and passing, but a goal is a well-defined idea of something that you want. Once you have a goal, its not something that might happen in the future. Its something youre working on today, even if it will take a while to get there. Think about a soccer goal. You have a ball. You have teammates who can help you. And on the other side of the field, there is a goal. Its where youre trying to get. And you have specific, definite ideas about it.
! You need to get the ball into the goal. ! You need to get there as quickly as possible. ! You need to play by the rules on the way to your goal.
Youve got teammates who can help you, and youve got opponents and obstacles who are going to try to stop you. But you know exactly what youre trying to do. A goal in life is exactly the same. Your goal needs to be welldefined. You need to know what you want and be able to visualize details about it. Your goal is not somewhere you are now; its somewhere you want to be in the future. Its not something vague; its something specific. Youll be able to know when you get there, because you can identify it or measure it. Your goal is definite. More than that, a goal is the result of your actions. Its not something thats just going to happen to you. A goal is something active, that you do for yourself. Think about a soccer player. He doesnt just hope that the ball will go in the goal or kick the ball aimlessly around the field.
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Or think about a business executive. She wants her company to make $500,000 this quarter. Thats a goal. Its specific. She needs to take action to make it happen. If its truly a goal, she doesnt just sit by and wait to see how much sales are. She plans advertisements and sales, decides where to promote and sell her product. She is running down a playing field toward her goal, just like the soccer player. And the same is true for your goals. Whatever your goal isto take a vacation to Florida next summer, to get into college next fall, or to have enough money when your child is 18 to send her to collegeyoure responsible for making your goal happen. Youre running down a playing field. And your goal guides you where youre going.
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How Do Goals Help?
hat do goals really do for us? How do they help us achieve? Everyone has made New Years resolutions... and had them
drift away before the end of January. Everyone has ideas of things they want to achieve, and that they dont seem to get closer to, no matter how many years go by. A goal is not just a New Years resolution or a desire. A goal is different. Its more specific. Its more permanent. And it demands a plan of action from you. Here are the ways that goals can help you do more than dream about what you want:
A Goal Is Thoughtful
aking a goal is something worth taking seriously. It requires taking the time to define it and to set plans in motion.
Youre not making a decision on the spur of the moment. You need to sit down and think. Because you think through a goal, you need to face the question: What do I really want? Forcing yourself to think through and define a goal means that youre owning up to what will really make you happy. In fact, the most important part of defining a goal is trying to understand what will make you happy and what will give you what you want out of life. Its a difficult question for most people. But once you have a clear idea of what you want, youre on your way to a more fulfilling life.
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A Goal Is Written
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goal is not something that changes every day. Youve put a lot of thought into it. Youve determined that its something youre That doesnt mean your goals can never change, but changing
willing to work for. Its something permanent. a goal should be serious business. Think of it like changing the United States Constitution. The Constitution sets out rules for our country. It wasnt something decided lightly. Its something written, honored, and permanent. Still, its possible to change the Constitution through amendments. Its not easy, and it shouldnt be. It should be something that requires thoughtful consideration and agreement. Changing your goals should also require a lot of thoughtful consideration. Your goals have meaning. Thats why a goal needs to be written. Writing down your goal gives it a sense of permanency and importance. By writing down your goal, you are committing to it. You are putting it in black and white: This is what you want to achieve. A written goal is more real to you, and that actually helps you achieve it. Youre taking your own goals more seriously. Your goal should be written down and kept in a permanent place. A good idea is to keep a binder where you track your progress toward your goal. And the first sheet in that binder should contain your written goal.
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A Goal Has a Plan
Plan Smart
nherent in the idea of a goal is the idea of a plan. A goal is an action item. Its the result that you expect to get to through your
strategy. You cant have a goal without a plan, because without a plan, its not really a goal. Think of the soccer player again. He knows that he has to get the soccer ball into the goal. And that drives the development of plans. Thats how soccer teams develop plays. Its why the players run and kick when the game starts. Goals are action-oriented things. Having a goal will get you moving across the field, and thats really what you want: to get moving. Its the only way to get where youre going!
A Goal Has a Timeline
goal helps motivate you by setting up a timeframe for what you want. A well-written goal includes a time to achieve your
goal. You cant just let time pass and not move closer to your goal, because your goal sets limits for time. The biggest obstacle that prevents people from achieving their goals is procrastination. Getting started on a path toward what you want is difficult. Taking the first steps is hard. Why? Because you dont know, for sure, exactly where you should start. Think about taking a class. Whats the hardest day? The first day, of course. You have an idea of what will happen and where you need to go, but you havent experienced it.
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Once you start on the road to your goal, once youre actually on the journey, its easier to accomplish. Getting started is the hardest part. So, its easy to put off getting started. A timeline sets up when you need to get started, and where you need to be on your way to your goal. If youre procrastinating, you arent getting where you need to be. And where you can be tomorrow depends on where you are today. To get to your goal, you need to start taking the first steps right away. Your goals timeline should keep you motivated and on track.
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A Goal Has Accountability
reating a goal means creating a responsibility for yourself. If you adopt a cat, you are taking on the responsibility of
cleaning the liter box, feeding the cat every day, making sure it has fresh water, and taking it to the vet. If you create a goal for yourself, you are taking on the responsibility of making the plan, taking action to achieve the goal, and tracking your progress. You cant just ignore your goal. You cant think that it will take care of itself. What if you dont achieve your goal? Youre the one who is responsible. Youre accountable to yourself for your success. Take that accountability seriously. Make sure that your friends and family are willing to put you to task, to make sure youre staying on track. Make sure that youre willing to be responsible for taking action. After all, youre doing this for yourself. If you really want to achieve your goal, you will keep track of your progress. You will
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make sure youre being responsible. You will do what needs to get done. You wouldnt ignore your childrens needs or your familys needs. Are you ignoring your own needs? Those needs are just as important. By being responsible to yourself, youre also helping your family. Youre helping improve your ability to care for others. Youre helping to improve the lives of everyone around you. By taking on the responsibility for achieving your goals, youre creating a positive situation. You achieve things that are valuable to you. You are happier in your life. You are better equipped to help your family and friends. You improve life for people around you. Your goals create a brighter future.
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Types of Goals
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ot all goals are the same, and there are different types of goals for different aspects of your life. There are two ways to look at
different types of goals, and looking at different types of goals will help you define the goals that you most want to achieve.
Goals for Different Areas of Your Life

tart by thinking about the different parts of your life. Youre a whole person, and you have different levels and types of
needs. You need food and shelter, but you also need self-expression and relaxation. You need family, friends, and a strong sense of self. You need a career and you need hobbies. In every area of your life, you have things to achieve. You can set goals for yourself in all of these areas.
Goals for Your Mind
ont neglect your state of mind when youre thinking about goals. Do you have a bad temper? Thats something that you
can work on. Are you afraid of failure? Improving your state of mind can help you achieve a lot of other goals. Are you forgetful? Bad at math? These arent inherent parts of you that cant change. Even a persons IQ can change over time. There are many ways that people learn and grow, and having goals for your own mental development can help you grow and change however you want to.
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You can work on being more caring to those around you. You can work on becoming an expert in the local birds in your area. You can work on understanding the political issues that affect you in your life. You can work on learning to resolve conflicts with your family, friends, or coworkers. You can become a better reader, a better writera better thinker. Goals for your mind can be valuable to you in every part of your life. What ideas do you have for goals for your mind?
Goals for Your Body
uitting smoking or losing five pounds are fairly common goals. These are goals for your health. Having a healthy body
can improve your life, and there is a lot of information to help you achieve goals for your health. If you have specific health issues, you will want to tailor your goals to those issues. But anyone can improve his or her health. Consider the following areas to improve your overall health:
! Goals for increasing your activity level and getting more exercise. ! Goals for eating a healthy diet. ! Goals for getting regular health care and screenings. ! Goals for reducing stress.
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You may want more than just health. You might want to run a marathon or win a tennis tournament. You might have goals for lifting weights or for competing in a beauty pageant. Your goals will depend on your personal desires and priorities, as well as your health. But your body is where you live every day of your life, and so creating goals for your body can be rewarding and fulfilling. What ideas do you have for goals for your body?
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Goals for Self-Expression
s long as 30,000 years ago or more, human beings were creating art on cave walls. The need for self-expression is a
basic one. Once were fed, clothed, and sheltered, human beings want to express their emotions, ideas, and points of view. We do it by talking to our friends and family, by decorating our houses, by choosing our clothes or in any one of hundreds of ways. How do you express yourself? Self-expression is valuable because it allows us to creatively develop ideas about the world and about ourselves. Some forms of self-expression include:
! Music. You can express yourself through learning an instrument,

joining a local choir, or even through collecting records.
! Clothes. What you wear expresses who you are. Whether youre
into sewing or shopping, clothing can be your self-expression.
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! Decorating. You can design a living space that expresses yourself

and your aesthetics.
! Crafts. Crafts can be as varied as floral arrangements, creating

mosaics, scrapbooking, or building watches.
! Cooking. Food can be creative, expressive, and fun. Whether

or just creating a home-cooked dinner, cooking can be an expressive outlet.
you enjoy baking and cake decorating, barbecuing, beer making,
! Gardening. You might want to create an elegant outdoor space

garden or teach your children about making things grow.
or grow your own food. You might want to create a community
! Arts. Sculpting, painting, photography, or drawing helps you

express visual ideas.
! Writing. Journal writing, short story writing, blogging, writing
papers or articles, and even letter writing can be self-expressive. Writing allows you to formulate ideas and communicate them.
! Speaking. Public speaking and even chatting are ways to express

yourself.
! Creating. Writing, music, the arts... theyre all about creating. But
you can create anything: a business, an invention, a new way to think about science. Creation isnt limited to a few types of arts and crafts, and self-expression isnt either. Different people express themselves in different ways. Creating goals for self-expression can help you find out more about your
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own point of view, and it can lead to new paths to happiness and achievement. What ideas do you have for goals for self-expression?
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Goals for Service
ervice is an important part of many peoples lives. One person can make an amazing difference in his or her community.
Service goals can mean volunteering time at community organizations or creating whole new programs to help others. Service goals arent only about helping others. People who set high service goals for themselves find that theyre empowered. They realize how much they can achieve in life, because they are doing important work in their community. They realize how valuable they can be as people, because they see the positive affects of what theyre accomplishing. Many people become involved in service because they see how problems affect their family, their friends, and their own life. If youre setting a service goal, make sure its something meaningful to you. Youll be more motivated, and youll have better ideas of how to achieve your goal. What ideas do you have for goals for service?
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Goals for Your Family Life
Plan Smart
o you want to start a relationship or have children? Do you want to create more family time? Organize a family
schedule? Open lines of communication with your children? Improve your relationship with your mother or father? Spend more alone time with your spouse? Your family life needs care and tending. You can set goals to help you improve every aspect of your life with your family. Remember, a goal for your family life involves other people. When youre setting goals that involve relationships, its always best to include others in the goal-making process. Goals for a family can be set together, and family members can help support each other to make sure the goals are being achieved. What ideas do you have for goals for your family life?
Goals for Your Lifestyle
erhaps you want to live in the country. Or maybe you want to move to the city. You might want a life where you only have
to work 20 hours a week. Or maybe you want to be able to retire when youre 55. Or, you might want to be able to go camping three times a year, or visit your sister every day. All of these goals are lifestyle goals. You want to be able to live in a certain way. Lifestyle goals can be important to happiness.
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Setting a lifestyle goal means defining what type of life youre most comfortable and happy in. Its very personal, depending on your culture, tastes, experiences, and preferences. Its also a type of goal that often affects others close to you: your family and friends. What ideas do you have for goals for your lifestyle?
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Goals for Your Education
ducation doesnt stop when you leave school. Improving your education can improve your mind, your self-esteem, your You have two choices for educational goals. You can pursue
career, and your life. formal education or informal education. Formal education means getting a degree or certificate through an educational institution, such as a state department of education or a college or university. Formal education may qualify you for more jobs and provide a credible framework for improving your skills. You can achieve a degree or certificate that shows your accomplishment, which can also improve your self-esteem. One of the benefits of a formal education is that schools provide a path for learning. Once youve chosen a school and an educational path, the school will give you a structure for learning, providing classes and instruction. Informal education means expanding your knowledge and understanding outside of a formal school environment. You can learn on your own and investigate any area that interests you.
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Informal education can help with your career, but it is often more valuable for personal growth and development. If youre pursuing informal education, youll need to formulate your own plan and create your own path for learning. What ideas do you have for goals for your education?
Goals for Your Career
job might pay the bills, but a career is something that gives you personal satisfaction while allowing you to achieve
financial and lifestyle goals. A career is what you want to do for a livingbecause you spend a lot of your lifetime working. When youre making goals for your career, think about:
! What type of work do you really enjoy doing? What do you want
to do with your time and energy?
! What are your natural talents and inclinations? Does the career
path youre considering take advantage of the things youre good at?
! What rewards do you get from your work? Are you looking for
that helps you make a difference in the world?
work that gives you extra time? More money? What about work
! What types of opportunity do you have for advancement? Where

could you end up in five or ten years, on a given career path?
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! How long do you want to work? Do you want to work all your
life, or are you interested in retiring as early as possible?
! What will you need to know and learn in the career path youre
need to learn new skills?
considering? Will you need to further your education? Will you
! How will you balance your career and your personal life?
What ideas do you have for goals for your career?
Goals for Your Finances
inancial goals can include saving for college or retirement, putting away savings for an emergency, owning your own
home, or leaving money for your children. You might want to learn how to better manage your money, or how to invest. You might want to create a budget and stick to it. Often financial goals are tied to things that we want. Perhaps you want a new car or a bigger apartment. Maybe you want to reduce your expenses so that you dont have to work as much. Maybe you want to take a vacation to Europe or buy a boat. Financial goals can require planning and effort, but you can achieve a well-defined financial goal. One of the good things about financial goals is that theyre easily measurable. If you want enough money to take a vacation, you can count it in dollars and cents, and
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you know when youve saved enough. Its also easy to track your progress, as your savings continues to grow. What ideas do you have for goals for your finances?
Goals for Your Happiness
he final aim of almost any goal is happiness. But not everything that makes you happy falls into some other area
of your life, like education, family, or career. There are many things that we do simply because we enjoy them:
! Developing friendships ! Games and puzzles ! Vacations and travel ! Picnics and outings ! Holiday celebrations ! Social events and gatherings ! Discussion groups
What ideas do you have for goals for your happiness?
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Goals for Different Types of Results
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T
goal.
o create your goal, you need to define the result of your goal. What, exactly, is the goal that youre setting? What do
you want to happen, or what do you want to achieve? There are different types of results that you may want to come out of your
Achievements: What You Will Accomplish
n achievement can be a state of being (such as becoming a doctor), or it can be an award (such as a degree in English).
Achievement goals include a something definite that you plan to accomplish. You could:
! Win a prize or an award ! Earn a degree or a distinction ! Get a certain job ! Get a raise or make a certain amount of money ! Finish a project ! Pass a class ! Organize and put on an event
Achievement goals are easy to track, because you know when youve accomplished them. When you complete your project or earn your degree, youve done what you set out to do.
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Acquisitions: What You Will Have
Plan Smart
n acquisition goal is about getting something that you want. Do you want a new home? Do you want a car? Do you want
to buy a wedding ring? Do you want a collection of fine china? Or autographs from your favorite sports team? Anything that you can own is an acquisition. Acquisition goals mean that you will have something to keep at the end of your plan. Its easy to know when youve achieved an acquisition goal, because you have your goalsomething that you can see and touch. If youre considering an acquisition goal, make sure youre not choosing something that is too easy. The goal process is not about making a shopping list. A goal is something that requires planning and effort to achieve.
Actions: What You Will Do
n action goal is about doing instead of about completing. Action goals can be the means toward an end... a way to
take a step toward your final goal. An action goal could be to take a class or to run a marathon. Notice that these action goals have corresponding goals for achievement. You could have an achievement goal to pass the class or to finish the marathon, or even to win the marathon. But the difference is your emphasis. An action goal emphasizes the process. Sometimes its more important to run in the marathon than to finish it. Sometimes its more important to take the class than to pass it.
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Action goals can help you get started toward accomplishing bigger goals. If you ultimately want to win a marathon, maybe a smaller goal that will get you a step closer is just to run in the marathon. It will give you experience with marathons and give you more confidence to be a better competitor next time. Action goals get you moving. Theyre activities, and so they start you moving forward. But they dont put you under a lot of pressure. Thats both good and bad. Pressure can make you work harder. If theres no pressure, what motivation do you have to improve? At the same time, too much pressure can be self-defeating. If youve never run a marathon before, and your goal is to win, you could easily be overwhelmed. And you may not even try. Action goals at least get you started doing, and doing is the key to succeeding. Thats one reason why action goals make good starter goals.
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Preventions: What You Will Not Do
any times, our goals are defined by what we do not want. A preventative goal is one that involves not doing something.
I will not smoke. I will not drink. I will not eat fast food. I will not yell at my child. Preventative goals are negative goals. They describe inaction instead of action. Its important to look for the positive accomplishment that corresponds to the negative preventative goals:
! Negative Goal: I will not smoke.
Positive Goal: I will have healthy lungs.
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! Negative Goal: I will not drink.

Positive Goal: I will stay sober.
! Negative Goal: I will not eat fast food.
Positive Goal: I will eat healthy, low-fat meals.
! Negative Goal: I will not yell at my child.
Positive Goal: I will develop a trusting relationship with my child through discussion and conflict resolution. Its important to recognize negative goals. It can be easy to fall
into bad habits that are harmful to ourselves and others. Saying, I will NOT can be a strong statement. But at the same time, saying, I WILL is very important.
Boundaries: Where You Will Stop
boundary goal is similar to a preventative goal, since its about stopping. Setting a boundary goal, though, is not about
stopping something completely. Its about setting a maximum. Think of a boundary goal as a kind of budget. I will only spend $100 a week on entertainment expenses. Thats a fairly simple boundary goal. Your boundary for entertainment spending is $100 a week. To accomplish the goal, youll need to budget. But you can budget more than just money. You can budget:
! Time: I will not watch more than 2 hours of television a day. ! Energy: I will not keep lights on in the house more than 4 hours
a day.
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! Food: I will not eat more than one candy bar a week. ! Dry Cleaning: I will not wear more than one dry-clean outfit a
week. In short, anything that is a resource, anything that you use or do, can be budgeted. Boundary goals set the boundaries for the maximum of a resource that you will use.
Minimums: What You Will Do at Least
boundary goal is a kind of negative goal. Youre limiting or budgeting your resources. Youre setting maximums, the most
that you will do. But another important type of goal is a minimum goal. A minimum goal sets a minimum that you will accomplish. Instead of thinking of how you wont spend your time (like watching TV), think about how you will spend your time:
! I will spend at least 2 hours a day doing a fun activity with my

children.
! I will spend at least 30 minutes a day exercising.

Instead of thinking of how you wont budget your food (eating candy bars), think about how you will use your food:
! I will find at least two new, healthy, delicious vegetable dishes to

make each week.
! I will eat at least one meat-free dinner a week.
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Instead of thinking of how you wont spend your money (on entertainment), think about how you will use your money:
! I will put at least $20 a week into a vacation fund. ! I will donate at least $10 a month to charity.
Turning your limiting boundaries into positive minimums creates an atmosphere of the things you want to do and should be doing, instead of things you dont want to do. Youre replacing bad habits with good ideas. Whenever you create budgeting goals, try to include both what you want to limit, like eating junk food, and what you want to encourage yourself to do, like finding delicious ways to eat more vegetables.
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How to Define a Goal
nce you have decided on a goal in general, you need to make your goal specific. You need to define your goal.
Make Sure Your Goal Is What You Want
efore you begin writing down your goal, make sure that your goal is what you want. Do some brainstorming about
what you want out of life, and make sure your goal fits in with your plans. Are you willing to make the commitment to get what you want? Does your goal conflict with anything else that you want? Are you excited about your goal? Are you ready to achieve it? You probably have some idea of what your main goal is. It might be earning a GED, going to college, getting a specific job, earning more money, sending your kids to college, or something else. If youre not sure, try using the worksheet at the end of Plan Smart to develop a goal that you want to work on. Begin by writing down, in simple terms, what you want. For example, I might start out by writing: I want to get a job with the circus. Its not a well-defined goal yet. It just expresses, simply, what I want after Ive thought it through thoroughly. Write a simple statement of the goal you want to achieve:
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Make Sure Your Goal Is about What You Can Do
Plan Smart
s your goal about something that you can control? That doesnt mean that other people and events wont affect your goal. It
simply means that you can take responsibility for what you want to achieve. If my goal stated, I want to win the lottery, it would be a difficult goal to justify. I can buy a lottery ticket, but thats about all I can do. Winning the lottery is mostly a matter of chance. But if I say, I want to become a doctor, thats a goal I can accomplish. It might be difficult and take a lot of commitment, but its something thats possible for me to make happen, based on my actions. If my goal was to win the lottery, I could redefine my goal by thinking about what it is that I really want. Instead of winning the lottery, I can redefine my goal to state that I want to make a million dollars. That way, Im taking control of the end result of my goal. Remember, a goal is about your own actions and abilities. My goal is to get a job with the circus. Thats certainly possible, if I take the right actions. What about your goal? Is your goal something that you can achieve through your own actions?
If not, redefine your goal to be something you can achieve through your own actions:
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Make Your Goal the Right Size
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ow big is your goal? Is it something that you can accomplish easily? For example, if your goal is to buy a new coat, you
might be able to accomplish that by a trip to the store. Your goal isnt really big enough. It doesnt require much effort or planning. What if your goal is too big? If my goal is to make a million dollars, that might seem overwhelming. Perhaps I need to redefine my goal to say that I want to make $100,000 a year. Thats a lot of money, so its going to be a challenge. But if the idea of making a million dollars is overwhelming, I might not even know where to start. That doesnt mean you cant have a big goal. Youll have to judge for yourself whether your goal is so big that itll stop you from even getting started. My goal is to join the circus. Since I dont have any circus background, its going to be pretty difficult. Of course, it would be pretty easy if I just wanted to get a job selling tickets or cleaning up after the animals, but thats not really what I want. Ill change my goal to say: I want to get a job performing in the circus. Now, examine your goal to make sure its the right size. Is your goal difficult to achieve but possible?
If not, redefine your goal to be something challenging but possible:
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Make Your Goal Specific and Measurable
Plan Smart
our goal needs to say exactly what you will do and how you will know when you get there. To make your goal specific,
define exactly what you mean. For example, Ive got a goal of becoming a circus performer. What kind of performer will I become? Ill need to define the goal better in order to achieve it, because its going to be a lot different trying to become a sword swallower versus trying to become an acrobat. To make my goal specific, Ill define exactly what I mean: I will get a job as a circus clown. A specific goal tends to be more measurable. Measurable simply means that youll know when you get there. You have some way to measure your progress. If your goal is to make $100,000 a year, you can measure your progress in dollars. If your goal is to study a half hour a day, you can measure your progress in time. If your goal is to get a job as a circus clown, you can measure your progress by whether you have a job as a clown. Youll know when you get there. Now, examine your goal to make it as specific and measurable as possible: Modify your goal to make it as specific and measurable as possible:
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Give Your Goal a Timeline
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our goal needs to include a timeline for when youll achieve it. Otherwise, how will you know how to structure your plan?
How will you know if youre making good progress toward your goal? Giving your goal a timeline also makes it more measurable. As time moves forward, your progress needs to move forward, too. If my goal is to get a job as a circus clown, I need to take into account how much time Ill need to prepare. I doubt I could get a job next month. I need to learn how to be a clown first, and I need to learn how to get a job as a circus clown. But I dont want to make my goal too far away. If I said 10 years, I wouldnt have much reason to get started toward my goal right away. Ten years is a long time to become a clown. Ill have plenty of time to get started... tomorrow. A good timeline isnt too long or too short. It gives you enough incentive to get started toward your goal right away, and it gives you enough time to realistically achieve your goal. Im going to put a timeline of 1 year on my goal: I will get a job as a circus clown within 1 year. Now, examine your goal and give it an achievable timeline. Modify your goal to give it a timeline thats realistic but not too far in the future:
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How Do I Achieve My Goal?
nce youve defined a goal, its time to get on the road to achieving in. Defining a goal gets you a long way. Youve got
a specific objective, and youve got a timeline. You know that your goal is achievable, and its something that you want. Now, all you need to do is take action to get there. In order to get to your goal, youll need an action plan. The action plan is a strategy that gives you steps to take so that you can reach your goal. An action plan is really a part of your goal, and its the most important part. With a few simple steps, you can build an action plan to achieve your goal.
Building a Hierarchy of Goals
ome of the best goals are big goals. They take a lot of time to achieve, but they can definitely be worth it. So, how do you You need to build a hierarchy of goals. You can develop
make a plan to get to a big goal? smaller, short-term goals that you can reach right away and which will get you closer to your long-term goals. For example, lets take the goal of making $100,000 a year. Thats a pretty big goal. But its definitely something a lot of people do. How would you get to that goal? Going directly to making $100,000 a year would be nearly impossible. Get-rich-quick schemes just dont work. You need a way to get to your goal that you can achieve. That means, you need
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to plan a path. Breaking up your goal into smaller goals can help you get to your end result.
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This diagram shows the goals that allow you to build up to your ultimate goal. First, you need to get education and training for a $100,000 a year job. Then, you need to get started in a job that will give you the experience for a $100,000 a year job. That will lead you to your ultimate goal. The more specific your goal is, the easier it will be to break it up into intermediate goals. The goal of making $100,000 a year isnt really complete, because it lacks a timeline and a specific idea of how youll make $100,000 a year. But lets say you want to become a doctor making $100,000 a year. Your short-term goals might be to get a GED and to start going to community college. A medium-range goal might be to get a bachelors degree in pre-med and to get into medical school. All of these goals work together to get you to your ultimate goal.
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Take some time to define the intermediate goals that will get you where you want to go: My ultimate goal:
Medium-range goals that will lead me to my ultimate goal:
Short-range (right now) goals that will lead me to my mediumrange goals:
The bigger and more important your ultimate goal is, the more smaller goals you might need to include in your plan. Thats okay. A hierarchy of goals gives you easily attainable, short-term goals to focus on. Youll know youre making progress, even if the ultimate goal will take time.
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Dividing a Goal into Tasks
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reating a hierarchy of goals gives you more goals to tackle. But how do you tackle them? Youll need to prioritize your
goals to figure out which short-term goal youre going to work on first. Then, youll need to divide the goal into tasks. If your goal is to study at a community college so that you can transfer to a university, you might have a number of tasks:
Goal: To get transfer credits at a community college for a 4-year university. Tasks: 1. Register at the community college. 2. Arrange my schedule with time for classes and studying. 3. Talk to a guidance counselor to plan my classes and to discuss transferring. 4. Register for classes. 5. Buy books.
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Your tasks give you a checklist of things to do to get started. Tasks are manageable and easy to focus on, and they guide you through the process of getting to your goal. Try creating a list of tasks for one of your short-term goals:
Goal:
Tasks:
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Putting Together Your Big Picture Plan
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specially if your ultimate goal is a big one, youll have a lot of smaller tasks to keep track of. Organize your plan so that you Try putting together a goal binder. The first page should have
can see your progress and have an overview of the big picture. your written, well-defined ultimate goal. On the second page, include a hierarchy of goals that will get you where you want to be. Then, prioritize those goals. Put each one on a separate sheet, in the order youre going to accomplish them, with a list of tasks that will get you to your goal. As you move through the binder, completing tasks and finishing interim goals, youll be moving toward your ultimate goal.
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How Do I Stay on Track?
taying on track toward your goal is important. Having a big picture plan broken up into smaller, doable tasks will help a
lot. You just have to keep putting one foot in front of the other, and you can get there. Youll need to stay motivated. That means:
! Remind yourself of why you want to achieve the goal and what
the rewards will be.
! Get friends and family to support you in getting what you want. ! Remind yourself of how much progress youve made. ! Reward yourself as you make progress. ! Review the progress that youve made and come up with ideas to
improve your progress. Youll notice that a big part of motivation is seeing where you are and how much progress youve made. Youll need to know how youre progressing if youre going to reward yourself, come up with ideas to improve, and remind yourself of how much progress youve made. Thats why tracking your progress is so important.
How to Track Progress toward Your Goal
ow you track your progress toward your goal depends on the results that you want to achieve. Because there are different
types of goals, there are different ways to measure your progress.
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End-Result Goals
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n end-result goal has a final conditionan outcome something that will mark you reaching your goal. Youll know
when youve gotten there. But how do you know how far youre progressing? There are two ways to measure end-result goals. Some endresult goals have an end result that builds up over time. This is a progressive goal. Youre building something up. For example, if your goal is to save $5,000 for a dream vacation, youll save up money over time. That means, youll see the amount of money you have growing. Heres another example. If your goal is to score in the 90th percentile on a standardized test, you can track your progress with practice tests. Each time your score is higher, youre moving closer toward achieving the 90th percentile score. If your goal is a progressive goal, you can measure progress with a meter:
Some end-result goals are not progressive. Instead, you get to your goal through a series of steps. Graduating from college is a
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step goal. You need to pass a certain group of classes, and then you are awarded your diploma. Each class is a step toward your goal. You can measure the progress toward your goal by the steps youve completed:
Continuing Goals
any of the goals weve been discussing are continuing goals. They can be difficult to measure because theyre ongoing.
Achievement goals and acquisition goals are oriented toward a result. Theres a specific and measurable end to your goal. And once youve finished it, you can cross it off your list.
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Its not so easy to measure the results of other goals. If you have a budgetary goal, how do you measure the results? Lets say that you want to study for at least a half hour a day. Thats a minimum goal, and its about budgeting your time. But you cant just measure that youve accomplished it. The goal repeats every day. That means youre measuring your goal on a continuing basis. In fact, your goal is a new goal every day. The best way to measure a continuing goal is to track your progress over time. Youll need a way to keep tabs on when you meet your goal, when you dont meet your goal, and how far you are from reaching it. As you continue to track your goal, you can see whether youre making progress or backsliding, and you can work to make improvements. Heres a sample monthly tracking sheet for studying 30 minutes a day:
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Goal: Study 30 minutes each day. M Wk 1 Wk 2 Wk 3 Wk 4 Wk 5

What stopped me from studying?
T
:20* :30 : 10*
W
:40 :30
Th
: 40 :30
F
0* :30
S
:30 0*
Su
:30 :30
:30 :30 : 10*
Tu. Week 1: Interrupted by phone call, Fri, Week 1: Had to go to parent-teaching confidence, Sat, Week 2: Too tired, Mon. Week 3: Phone call, Tu. Week 3: Take Johnny to doctor
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By putting an asterisk by days the goal wasnt met, the tracker can easily see how shes doing, and by keeping track of what stopped her from studying, she can try to prevent problems. For example, she was interrupted twice by phone calls. Maybe she can make a deal with someone else in the family to answer the phone while shes studying, or she can turn off the phone for a half hour each day.
What to Do When Things Go Wrong
veryone faces problems and obstacles on the way to their goal. You need to be both flexible and committed to your plan. As
you work on each step, you know more. You learn and experience more, so you can update the future steps. You can revise what you need to do to get to your goal, add more steps, and keep track of new developments. You might need to add more intermediary steps or even update your timeline to get to your goal. Remember, your ultimate goal is the most important thing. How you get there will be, in part, a learning process, full of unexpected bumps in the road. Stay focused on where youre ultimately going and what the rewards are. If you stay committed to your ultimate goal, you can deal with the bumps in the road by being flexible and modifying your plan along the way.
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Planning for the GED
Y H
ouve got at least one definite goal: to pass your GED. Lets walk through setting (and achieving) the goals for your GED.
Use the study planner at the end of this section to help you plan your GED goals.
Define a Timeline
ow soon can you get your GED? Set a goal for yourself. Dont make it impossible, but dont make it too easy, either. If your
goal is 2 years, thats too long! You need a goal that will apply some pressure. Formulate a goal like:
I will pass my GED in the next 3 months.
Take into account how much studying you need to do and when the test is offered in your area. Be sure to locate an official GED test center near you.
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Define a Minimum Score
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o you just want to pass? Or are you looking to score 500s, 600s, or moreto get scholarships or get accepted into the
perfect college? Set a minimum score that you want to reach in each subject area. Here are examples of lower-end and higher-end score goals:
Low-End Goal to Pass

Reading Writing Essay Mathematics Social Studies Science 450 450 2.5 450 450 450
High-End Goal for Scholarships

620 620 3.5 620 620 620
Define a Plan
good GED plan starts out with assessment. Thats checking up where youre at and what you need to learn to get your GED. Then, based on your evaluation, decide what you need to
So make your first step to take a practice test or evaluation test. study first. Its best to start with your easiest subjects first. Put the subjects in the order you want to study them. Now, make a timeline. Make a goal for when youre going to pass each subject, taking into account how much you need to study to be ready.
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Implementing the Plan
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o implement your study plan, you need to create a new kind of goal: a continuing minimum goal. This is a goal for study
time. A good goal would be:

I will study at least 1 hour a day, 6 days a week.
Schedule a time when youre going to do your studying, and prepare a space for studying. Make sure your family knows not to interrupt you when youre studying. Another good idea is to get someone to remind you when to start each day. Youll also need to pull together your study resources, such as books (like this one!) and other prep materials.
Tracking Your Progress
rack your progress every day. Use the Weekly Study Progress Tracker at the end of this section to see how youre doing
each week and what youre learning. Thinking about what youve learned at the end of the week will help you remember better and also help keep you motivated to keep learning. You can also think of ways to improve your learning and focus your studying better. When you think youre ready to take one of the tests, take a second practice test. Youll see how youve improved and how ready you are to meet your goals. You may need to adjust your timeline as you move toward your goals, but thats okay! Youll be able to see that youre making progress, and youll be surprised how fast you can get to your goal.
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My Study Plan
I will pass the GED in
Target Score Reading Writing Essay Mathematics Social Studies Science 1st Practice Test Score What Order to Study In?
.
2nd Practice Test Score Ready for Test!
Timeline:
Subject I will be ready to take the test by: Date took test: Date passed:
My Study Schedule I will study

Monday: Tuesday: Wednesday: Thursday: Friday: Saturday: Sunday:
hours a day to to to to to to to
days a week.
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Weekly Study Progress Tracker

Monday: Tuesday: Wednesday: Thursday: Friday: Saturday: Sunday:
Subject Studied

Time Studied
Reaching Study Time Goals:

How often did I meet my goals for study time?
What prevented me from reaching my goals?
What can I do to reach my goals more often?
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Think About Your Studying:
What did I study this week?
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How did I improve?
What study techniques did I use?
How can I improve my studying?
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Goal Development Worksheet
se these questions to think about the goals you want to develop.
What aspects of your life do you want to improve most?
What is your highest priority?
What makes you happy?
Where do you want to be 1 year from now?
Where do you want to be in 5 years?
Where do you want to be in 10 years?
What do you want to change about your life?
What stops you from making that change?
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What is something that youve always wanted to do but felt you couldnt?
Why have you felt you couldnt accomplish it?
What do you regret not having done in the past?
What stopped you from accomplishing it?
What types of rewards do you want from life?
What types of goals would provide those rewards?
What do you feel is your biggest personal strength?
How can you best take advantage of that strength?
What do you feel is your biggest personal weakness?
How can you best minimize or accommodate for that weakness?
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Monthly Continuing Goal Tracker

Goal: M Wk 1 Wk 2 Wk 3 Wk 4 Wk 5
What stopped me from reaching my goal?
Th
Su
What can I do to reach my goal more often?
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Progressive Goal Progress Tracker

Goal:
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Step Goal Progress Tracker

Goal:
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Chapter 3
smart
Secrets to Learning More in Less Time
Learn
Learning is a treasure that will follow its owner everywhere. Chinese Proverb
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Active Learning
hat is learning? Where does it happen? How does it happen? To understand how to learn quickly and easily, its
important to understand what learning means. Learning isnt something that happens outside of you, or happens to you. It is something that happens in your brain. Learning something new actually changes your brain. You make new connections. You get new information. Just like your body, your brain needs exercise and practice to keep it strong. The more active your brain is every day, the better youll be at thinking and at learning. Learning is part of thinking. The more you think about something, the more you learn. Learning isnt a passive process, where something outside of you makes you know more stuff. Learning is an active process. We dont learn by just reading something or listening to someone talk, no matter how interesting they are. We dont learn just by seeing something, either. We get input into our minds from our eyes, our ears, our noses. But to learn, you need to take it a step further. You need to start up the wheels in your mind, and get them turning. Its not hard. Its just a simple step. But its surprisingly easy to forget to do it! Years of teachers asking you to copy off the board
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or read a textbook kills the instinct to think about what youre learning. School actually can make people forget how to learn! Your ability to remember information is dependent on how involved you are with it. The quickest way to learn is for what youre learning to have real meaning for you. That could mean its something youre interested in. Or, its something thats part of your everyday life. When you study, your goal is to get as involved in the material as possible. Simply reading a study guide or going to classes and listening to a teacher talk is not going to cut it. How much have you ever learned just sitting in the back of the class? Even good students have days when they learn nothing, because theyre just sitting and listening instead of being an active learner. Sitting in a classroom is not a learning activity! It gets pretty disappointing results. So, how do you activate your learning? How do you get involved with what youre studying? How do you become an active learner?
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Activating Interest
ne great way to become an active learner is to get interested in what youre doing. If somethings not interesting, if its not
important to you, how easy is it going to be to take an active role in thinking about it and learning it? Pretty difficult. The worst classes are the boring classes. The worst subjects are the boring subjects. To learn better, you need to take the boring out of learning. The biggest thing high school students complain about is that school is boring! It has very little to do with real life. When are we ever going to use algebra? When am I going to need to know about the French Revolution? Thats what students ask. The truth is, algebra does have a lot to do with real life. So does the French Revolution. They teach us important truths about human nature and the nature of the universe! They teach us how to think better, and how to have a bigger understanding of real-life issues. The problem is that out of context, in a classroom, all the connections are cut off. Youre not learning algebra because youre trying to solve a problem or build something that works. Youre learning algebra because someone else wants you to learn algebra. It doesnt have meaning to you. It has meaning to someone else. How do you make learning that someone else wants you to do into learning that youre interested in? Can you control your interest? The truth is that you can, but it takes a little bit of effort. Once you activate your interest in what youre learning, youll learn a lot moreand a lot fasterthan you thought you could.
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Activate Your Curiosity
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ne of the things that makes a great learner is curiosity. Were all interested in some things that dont have practical, everyday
applications. We go to the zoo to stare at strange animals and comment on how they act, what they look like. We watch TV shows about criminal investigators or doctors or supernatural events. Why? Because were curious. Its interesting! So, activating your curiosity makes things interesting, and itll make you a better learner. But were not naturally curious about everything. Some things make us curious, but others dont. In a lot of ways, that defines what our talents are! But you can develop your curiosity. To get more curious:
! Dont just accept what people tell youand that includes your
teacher. Confirm it for yourself.
! Ask, Why? Try to figure out how it really works, and why
youre supposed to learn it.
! Investigate deeper. Dont just do the minimum... find ways to do

more than whats asked for.
! Look below the surface. Ask, What would happen if...? or

Why isnt it like this...?
! Experiment. Try something new, even if it doesnt seem like it

would work.
! Play. Use games and puzzles in your learning. Make goals to

challenge yourself, just to see if you can do it.
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! Learn to research. Use the Internet, reference books, and the

library. You can find out a lot of information on your own.
! Ask more questions. Ask everything that you wonder about, and
the answer.
if you dont have a question, try to find one. If you have a passing question in your mind, dont just ignore it. Look into it. Find out
! Look for the unusual. In science, look for strange facts. In social
studies, look for funny incidents in history. In math, look for math mysteries no one has solved. You can find unusual and interesting tidbits in every subject.
! Dont rush. Stop and smell the roses... or dig into the information
a little deeper. Dont be afraid to go off on a side issue. Thats part of learning! What types of things make you curious? Why?
Make Connections to Real Life
aking your study material interesting can be challenging, especially when what youre learning is abstract. Its not
something you can relate to. How does it affect the world? And how does it affect you? What value does it give you? The more directly you can associate the value of what youre learning with
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your own life, the easier it will be to become an interested, active learner... and to learn better and faster. The most common example students talk about is math. Yes, you use addition, subtraction, multiplication, division, and fractions in everyday transactions and keeping track of your finances. But beyond that, there are whole fields of higher math that its hard to relate to. You are taught geometry and algebra as formulas and proofs, but in your everyday life, you never encounter it that way. You may not use all advanced math in your life, but the truth is, a lot of geometry and algebra are useful to you. So, how can you make the connections? Heres an example of a math test question. Lets see if we can make a connection to everyday life. Franks Frame Shop uses a mathematical formula to figure out the cost of framing photographs. The algebraic formula is: P = 25 + .1xy P is the price of the finished framed picture, and x and y are the lengths in centimeters of the photographs width and height, respectively. If you took a photograph that was 15 centimeters 25 centimeters into Franks shop, how much would it cost to frame it? 1) $34.50 2) $43.75 3) $85.00 4) $25.00 5) $87.50
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ow do you relate this problem to life? Well, it gives you a little bit of a head start by applying it to picture framing. You at least
know what it means to frame a picture. But then it confuses the problem with a complex-looking math formula and information about centimetersa measurement you probably wouldnt normally use. How do you understand in real-life terms what this problem is talking it about, and relate it to whats familiar to you? The way to do this is to approach the problem from the real-life application, framing the picture. Using an illustration or drawing can often help. Draw a picture of what its talking about. Write in the measurements and the numbers that represent them. It will help you understand by relating it to something you know, and something you can picture.
Now youve clearly sorted out in your head what letter means what measurement, and its easier to do the math. But that might not be enough. What about trying to find out what the formula actually means? Relate the formula to what you know. Make it make sense, in real-life terms. Okay... so whats the formula actually saying? P = 25 + .1xy
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P is price... and x and y are the sides of the picture. And remember, this is a price... so all the numbers are dollars. Try expanding the formula to begin to see if it makes sense. P = 25 + .1xy
Price = $25 + $.1(side 1)(side 2)
Is it beginning to come into focus? Lets look further. Multiplying the two sides... that gives you the area of the picture, in square centimeters. So, you can substitute in area of the picture in cm2. P = 25 + .1xy
Price = $25 + $.1(area of the picture in cm2)
And you see that point-1 dollar? What really helps is always putting two decimal places on anything that is in dollars. Remember, you can add zeros at the beginning and ending of a numberand sometimes that clarifies what it means. So, $.1 becomes $0.10and it makes a lot of sense. In fact, ten cents! P = 25 + .1xy
Price = $25 + (ten cents)(area of the picture in cm2)
So, lets see if we can make this pricing structure make sense...
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P = 25 + .1xy
The price is $25 plus ten cents per square centimeter of area.
Thats saying the same thing... but now it makes sense! Now it relates to something you know about. Dollars and cents. Normal, everyday pricing. You can work with that. But math isnt the only subject. You can relate all kinds of topics to your own life. Look for connections between your life and whatever youre studying.
! History * Research your family tree. * Find out about historic events that your family was involved
in.
* Visit local historic places. * Find out the history of the town where you live. How does it
relate to other historic events happening at the same time?
* What was happening in the world on the day you were born?
grandmother?
The day your father or mother was born? Your grandfather or
! Civics and Government * Become involved in local elections. * Find out how the U.S. Constitution affects Supreme Court
decisions made today.
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* Find out how your local government works. * Find out how your tax dollars are spent. * What laws affect you, personally? ! Economics * Read news articles about whats going on in politics today. * What causes the value of your house to go up or down? * Whats your credit rating and why? Whos in charge of credit
ratings?
* What causes gas and food prices to go up or down? * How does the company you work for determine prices? ! Reading and Writing * Who does the company you work for compete with? * Apply reading techniques that you learn to things you enjoy
reading: murder mysteries, romances, science fiction or whatever you enjoy. fantasy books, comic books, magazines, non-fiction books
* Write about things in your own life. * Use writing techniques you learn to write letters, memos, a
to you. diary, a bloganything youre interested in or thats valuable
* Keep a reading diary by making a list of all the things you

read, even the backs of packages in the supermarket.
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* Relate characters experiences to your own experiences. Try

read about in some way.
to think of people in your life who are like the characters you
* Think about what you already know about a topic before

reading about it.
! Science * Look in the science news for articles that affect your life. * What do you use in your home that was developed with
science? Whats the science behind it?
* How is your life different now than when you were a child,
due to science?
* What medicines do you take? How do they work? * How does your body use the foods you eat? What makes food
good or bad for you?
* Whats the science behind cooking?

You can find a lot of connections between the subjects you need to study and your own life.
Strive for Greatness
hen youre studying, strive for greatness. Dont be satisfied with sort of knowing something. Make your goal to truly
understand it. If youre striving for greatness, youre more likely to learn more and actually become interested in the topic youre studying. You can become the expert at what youre studying.
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Taking Control of Your Learning

Learn at Your Own Pace
ou learn fastest when you control the speed of your learning. This is one of the chief limitations of the classroom. The
teacher and the other students control the speed of the learning. But your learning isnt happening with the teacher or with the other students. Its happening with you. It doesnt make sense for someone else to control how quick you go, if the learnings supposed to take place in your head! Take control of your learning by studying what you need to know when you need it. Control the speed of your learning by:
! Starting with something thats pretty easy for you, instead of

hard.
starting with something thats really easy or something thats too
! Not moving forward until youve really learned what youre

studying.
! Spending as much or as little time as you need on any particular

lesson.
! Going back to remind yourself of what you studied before

whenever you need to.
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Knowing Your Learning Style
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ven more important is the style in which material is presented. Some of us are visual learners (seeing), others
are auditory learners (hearing), and still others are kinesthetic (moving, touching, doing). Some of us do better when we can see the logic of how the material fits together, while some just want to jump right in with the details. The problem in the classroom is that the material is usually presented in a verbal or linguistic style, and not all of us assimilate things with just words. When you study on your own, you have the ability to convert the material to the learning style you feel most comfortable with. How do you learn best? Do you want to see what youre learning? Do you want to hear it out loud? Do you need to do something with it for it to make sense and stick in your head? If youre a visual learner, you can translate the concepts into pictures. Draw what youre trying to learn. Make it into a diagram or another visual. Try to remember things by associating them with pictures. Find videos of what youre learning. If you an audio learner, try reading out loud when you have to read. Get a tape recorder to record yourself and play it back. Find audio information on the Internet, including video blogs and podcasts. Try translating your learning into music! If youre a kinesthetic learner, try finding interactive learning games to play. Try doing experiments for science, or doing puzzles. Try interactive online programs that allow you to play with concepts in geometry. Even use cotton swabs or toothpicks to visualize what youre learning. Go out and meet people and visit places.
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Turning your learning into stories or even dances can help almost any kind of learner. Be creative about where your learning takes you! You will learn most effectively when you can access the material in a style that best fits your personal learning style.
Keeping Track of Progress and Getting Feedback on Your Learning
etting feedback as you learn is essential. The more immediate and meaningful the feedback is, the quicker we learn. If we
have to wait days or weeks until the papers and tests are corrected, we lose the opportunity to connect our learning efforts with the outcome. The best learning situation gives you immediate feedback on your progress. Feedback is a critical part of the learning process, one thats often overlooked. The more immediate and meaningful the feedback is, the quicker people learn. Consider how many classroom situations work: Information is presented over days or weeksor sometimes over months. Then students are tested. Until they see test results, students may not know whether their learning is effective. A good study program should include continuous opportunities and methods for you to connect your learning efforts with your results. This way, you can quickly identify whether youve learned the material and what you need to learn better. It reinforces your learning by using information quickly and frequently. By using information, you learn it faster. Taking tests and quizzes is one way to get feedback, but it isnt the only way. Consider these strategies:
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! Discuss knowledge and information you learned or studied

and dont limit yourself to study or classroom times. Tell your Talk to friends, coworkers and classmates about what you learned. This can also help you make connections to your life and find interesting things about what youre learning. family what youve read, studied or learned at lunch or at dinner.
! Try to explain what you learned to someone else. This is a good

learned. Teaching can sometimes help us learn even better!
way to get your children involved in your studying. Or, you can take turns with a study partner. See if you can teach what youve
! Once you learn material and gain new knowledge, use it. Use it
and understanding, and it enhances critical-thinking skills. Using your knowledge and new skills will also build your confidence, and reduce test stress.
every chance you get. Using new knowledge ensures ownership
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Understanding How You Remember
emory is like learning. Its an active process. It does not happen by just listening to someone talk or just reading
the material. Things are imprinted onto our memory when we create multiple connections within the brain. Without multiple paths to the idea or fact, we have difficulty retrieving it. You know the feeling of a memory thats there, but not quite accessiblethe sensation like somethings just on the tip of your tongue. Your brain is rapidly searching the millions of pathways to find the connection to the information you need. Increasing the number of connections is what improves our memory process. When people say they have a bad memory, or they cant seem to remember anything, what they are really saying is they have not learned how to memorize effectively. Here are some ways to improve your memory.
1.
Always over-learn the material. Dont quit reviewing and testing yourself until you can do it backwards and forwards. We have a tendency to stop the memorization process as soon as we see that we have been able to retrieve the material once. But dont stop there. Keep practicing and reviewing and testing yourself until it comes almost unconsciously. This not only builds your confidence with the material, but imprints it better in your long-term memory.
2 . Time is a big factor in memorization. If we attempt to learn

something too quickly, it imprints only our short-term memory. If we stretch the learning cycle out over a long period of time, then we increase the chance for it to be imprinted on
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our long-term memory. Consequently, it is better to practice and review material over many days or weeks than to try to cram the learning into a short period of time, like a day or two. Put long breaks between reviews of the material. You will find that each time you practice and review you lose less and less of the material. What makes your memory even stronger is testing it over time. Let your brain know that this isnt just information you need right now. Its information youll want to recall later.
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* Study the information until you can recall what you need,
and then stop studying.
* Fifteen minutes later, try to remember it. Really struggle

minutes.
to recall. If you cant, study it again, and try again in fifteen
* An hour later, try to remember it. Really struggle to recall. If

you cant, study it again, and try again in an hour.
* The next day, try to remember it. Really struggle to recall. If

you cant, study it again, and try again the next day.
* At the end of a week, try again! Your brain should know

time has passed, and your connections to it should be strong.
by now that this is material youll need to recall after some
3. Help yourself to remember with retrieval clues. Creating
multiple pathways to the material can be facilitated by clues that jog your memory. You can help yourself remember by remembering related items you studied at the same time. For example, you can jog your memory on how to solve an
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algebraic formula by remembering the specific problem you studied and how you solved it in your practice time. You can remember the shape of the formula or make a picture out of it. You can make a rhyme or song about the formula. Or you can think of related problems and the step-by-step process you used to solve them. Another way to help yourself retrieve the material is to visualize the day you worked on the material and recreate the process you went through that day. Recreate as much about the day as you can. What were you wearing, what did you eat, what time of day did you study, where you were you sitting and so on? Picture the notes you made and visualize writing them down. Remember the mistakes you made while you were learning the material and what you did to correct them. The more detail you can recreate, the more pathways you will open to the material you are trying to remember.
4. Organize the material into chunks and relate the chunks to

objects. Put all the material about circular shapes together
each other in memorable ways. For example, when you study geometry, organize the material into pictures of the geometric and then sort that material again into two-dimensional shapes about area and three-dimensional shapes about volume. Relate the shapes to common objects you are familiar with while you are solving the problems. For example, relate a cylindrical volume problem to common household objects like a glass or jar or a rectangular volume problem to the bed in a pick-up truck. Practice with these objects to make the math familiar and real.
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5 . Sleep has been found to greatly improve memory. Studies have

shown that you are more likely to remember things you study right before you go to sleep. Review lists, math formulas, and vocabulary words before you go to bed, and you will find you remember more the next day.
6.
Use mnemonic devices to improve your memory. A mnemonic device is anything that helps jog your memory. It can be rhymes, organizational methods, numbering systems, cue cards, writing the material down, alliterative phrases, associations, acronyms, cram sheets, and visualizations. The idea is to connect the material to be remembered with something else that is easier to remember. Rhymes, acronyms, and alliterative phrases work very well. Advertisers and media people use mnemonic devices all the time to help you remember their product or service. For example, to help yourself remember how to solve word problems, you might make up an acronym to help you remember the four-step solution method: Q-C-M-C
? Question: What is it asking for? ? Clues: What information do I need to solve it? ? Method: How am I going to solve it? ? Check: Does the answer make sense?
Or you could relate the four-step process to something you already know how to do, like playing video games. Use mnemonic devices as much as you can. Taking time to make things easy to remember can save you hours of study.
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Studying a Text for Understanding
lot of our studying comes from reading things. We read text books, stories, online articles, magazines, and newspapers.
There are a lot of other types of visual, audio, and kinesthetic materials out there, but the truth is, you still need to read to get some of the information you need. But studying is more than reading. You dont want the information to go into your brain and then just leave. Just like any kind of learning, studying a text needs to be active learning. There are some simple ways that you can read more effectively and learn faster and easier. Try different techniques and strategies, and find out which ones work best for you.
Navigating Your Reading
hen youre reading, its important to be able to navigate. You dont have to read a textbook in order. The point is to find
the information that you need. You personalize your reading by navigating to what you want to know. Titles, indexes, glossaries, pictures, bold words, capitalized words, and charts and graphs all give you information about whats in the text and help you find information that you need. But there are more clues than that to tell you whats in the text and help you read faster and learn better. If youre reading a twenty-page chapter with no pictures and all text, how do you find the main ideas and sort out what the writer is trying to say? The words on the page are still organized into paragraphs, and
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because the writing is organized, you can find what you need by understanding that organization. One trick in reading paragraphs is to look at the first sentence and the last sentence for important information. The same is true of sections of a book. The first paragraph in a section and the last paragraph will have important ideas and summaries of the other information. So always pay attention to the first and the last. But, there are more clues that youll find in writing. Different information is organized in different ways.
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! Look for lists. A list of steps might tell you how to do
something. A list of important points gives you main ideas.
! Look for comparisons. Sometimes writers compare and

comparisonas a table or a Venn diagram.
contrast two or three ideas. If the information youre reading is a comparison, its easiest to understand it by organizing it as a
! Look for timelines. Some writing is like a story. It tells what

happened over time, from beginning to end. So, you can remember the events in sequence. Sometimes the story is a long one, over many years, and you might even find a literal timeline in what youre reading.
! Look for definitions and descriptions. Both definitions and

descriptions tell you about something. What is it, exactly? youre reading. Definitions and descriptions mark important concepts in what
! Look for cause and effect. Some writing shows the connections
between causes and their results. So look for cause-and-effect relationships in what youre reading.
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All of these types of information give you ways to organize ideas, and organizing ideas is the key to remembering them and understanding them. Your mind absorbs patterns much easier than random facts, so identifying these patterns will help you make sense of what youre reading.
Taking Notes
hether you are attending classes or doing home study, it is critical that you take notes and then organize those notes
in a way that maximizes your learning. Note taking is important for several reasons. First, it forces you to think about the material beyond just hearing or reading it. The more you can think about it the better you learn it. Secondly, note taking requires organizing the material, and if that organization is done in a logical way, then you are already one step closer to organizing it in your mind. Note taking is not always easy, especially in the classroom. It requires that you split your attention between what the teacher is saying (or what youre reading) and writing the main points down on paper. Often a teacher will write the key information down on the board. Then, you can copy it down. But will you know why its important later? In a lot of cases, its better to write down what youre getting out of the lecture, not just what the teacher is writing on the board. When youre reading, you wont have a teacher telling you what your notes should be. But in a way, thats helpful. When youre taking notes, youre being active by:
! Choosing what you think is important. ! Restating what you read or heard in your own words.
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! Connecting what you read or heard to what you already know. ! Putting your notes in an order you think makes sense.
The most important step in note taking, whether it is for a classroom or for home study, is the review and reorganization of your notes. To get the most of your notes:
! Review your notes after you read or after class. Organize them in
an order that makes sense to you, noting connections between ideas or between important points.
! Review all your notes once a week. Make sure the notes make
sense to you. If it doesnt make sense, rewrite it so it does. missing. The review has several benefits. First, it refreshes your mind with the material. Second, it gives you the opportunity to identify the things you need to know. Third, it helps you organize the material, and that helps you learn faster and remember better. While youre reviewing your notes, choose methods of organization that will help you best study the material. Different techniques will be helpful for different materials. Try some of these suggestions: Put together key ideas, and add information that seems to be
! Make lists of key words so that you can memorize them. ! Make a numbered list of steps to remember a process. ! Make an outline of the information so that you see the
relationship of ideas and facts to each other.
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! Make a diagram or web showing how different ideas relate to

each other.
! Put facts or ideas in a table. ! Organize the information in a pyramid to show a hierarchy of
ideas.
! Compare and contrast ideas in a Venn diagram.

Note taking can seem tedious and often seems like an extra step in the learning process. But remember, our first principle of learning: involvement. Note taking forces you to get more involved with the material. Yes, it can be tedious, but it is often the difference between learning and not learning, between a lot of studying, and just a little.
Note-Taking System: Cornell Notes
he Cornell system is a way to take notes during a lecture, but you can also adapt it to taking notes during reading.
The Cornell system uses a note-taking page thats divided up into sections. Your main notes will be divided into two columns. The column on the left will be about a third of the page, and the column on the right will be about two-thirds of the page.
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On the smaller side, jot down headings, keywords, main ideas, summaries, and important points to remember.
On the larger side, take down all the details that explain the summaries or important points. Be as complete as you can, so you have all the information.
Summarize at the bottom of the page in a box that goes across both columns.
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The Cornell system has 5 Rs for taking notes: Record, Reduce, Recite, Reflect, Review.
1.
Record: Record as much as possible, in the right-hand side of the page. Dont write word-for-word, but get all the details in a complete summary. Youll need to understand your notes later, remember, so youll want to be clear and complete. This column is where youll do most of your note-taking during class or during reading.
2 . Reduce: Use the left-hand column to write cues or keywords

as creating organization and easy-to-remember groupings.
that will tell you what the big ideas are. Make these as short as possible. Youre distilling ideas into big main concepts, as well Also, make your summary at the bottom of the page. This will help you distill all the ideas into a main, overall idea.
3. Recite: Study your notes by covering up the right-hand

column. Look at the keywords and phrases in the lefthand column, and try to remember all the details. Restate to yourself the whole lecture or reading as carefully and completely as possible based on the keywords that youve chosen. Those keywords will stimulate your memory!
4. Reflect: Ask yourself what the ideas youre studying mean.

for you? Are they useful? Do they generate any new ideas about the world for you?
How do they fit into the world? Why are they important? Can you apply them to your life? Do they open up more questions
5 . Review: Review your notes every week to learn better!
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Cornell Notes Template
What Im Studying:
Keywords and Cues Detailed Notes
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Summary
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Reading Strategy: KWL
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A
1.
great way to get more out of what youre reading is a reading strategy called KWL. That stands for Know, Want-to-Know,
Learned. This reading strategy helps you relate what youre reading to your life so you learn more and understand better. You can also adapt the strategy to listening to a teacher in the classroom. KNOWAsk Yourself, What Do I Already Know? The first thing to do is look at the topic youre studying. Before going to class or reading, take some time to think about what youre going to study. What do you already know about it? What can you tell by looking at what youre reading? Are there pictures? Whats the title? Whats the subject? What does it remind you of? Write down what you already know.
2 . WANT TO KNOWAsk Yourself, What Do I Want to
Know? The second thing to do is think about what you want to know from reading or from your class. What do you think youll learn? What would be interesting to know? Write down what you want to know and any questions that you have.
3. LEARNEDAfter Reading, Ask Yourself, What Did I

what did you find out? Did you find the answers to your questions? Did you learn anything else, anything new?
Learn? It helps you remember things to think about them after reading them. So, after reading (or after going to class),
Write down what you learned. Do you have any unanswered questions? Try to find out the answers for yourself! Use the following simple worksheet for the KWL method.
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KWL Worksheet
What Im Studying:
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Know
Want to Know
Learned
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Reading Strategy: Restating and Summarizing
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ts easy to think that to read something, youd just read it. But to remember something you read, you have to do something to fix
it in your mind, so you dont forget. Otherwise, you can study and study and then not remember anything youve read. Or, you can read something and not really understand it. Its just words, with no meaning. Restating and summarizing are two strategies to remember what you read and to make sure you understood it.
! Restating means that you say something again in your own

sentence or a paragraph that youve read.
words. This is a good technique to help you understand and remember something thats pretty short. So, you can restate a
! Summarizing means that you give the most important
information about what you read. Its like youre writing down the main ideas of what you read. Maybe you write a paragraph saying what the main points of a whole article are. This is good for big readings and to help you figure out what the main ideas are. The difference between restating and summarizing is that in
restating, you dont leave anything out. You just say it again in your own words. In summarizing, you only give the most important points, in your own words.
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Reading Strategy: SQ4R
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S
1.
Q4R is a reading strategy thats very helpful in reading textbooks and other study material. SQ4R stands for Survey,
Question, Read, Respond, Review, Reflect. Heres what you do: Survey Dont start reading right away! Instead, look at the page. What are the titles? Headings? Bold words? Pictures? Captions? Graphs? Look at the big things on the page, and try to get an idea what its all about.
2 . Question
Dont start reading yet! Based on what you looked
at in your survey, ask some questions. What do you want to know? If its your book, write questions on the page, next to the title and pictures. Or, you can write on a piece of paper. Ask as many questions as you can think of.
3. Read
Now its time to read! If its your book, underline things,
circle new words, and write down ideas while you read. If its not your book, write notes on a piece of paper. This is active reading youre thinking while youre reading!
4. Respond
While youre reading, you want to find the answers
to your questions, too. You either have your questions written on the page or on a separate paper. Now, write the answers that you found by the questions.
5 . Review
After youre done reading, look back at what you did.
Look over the pages you read. Did you find all the answers to your questions? Did you miss anything? Do you understand what you read? Do you have some new questions?
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6. Reflect
Put what you read away. Now, stop and think about it.
Talk about it with a friend, or write a diary entry about what you think. Do you agree with what was said? Did you find something interesting or new? Did you learn something? Are you still confused about anything? SQ4R is a way to help you be an active learner. Youre not
just reading. Youre thinking, making connections, and organizing ideas. Youre asking questions and getting answers. Thats a better way to learn.
Put What You Read to Work
ont let your reading stay in the book. Put it to work by answering questions, doing activities, and making learning
an interactive experience. Use what you study in your everyday life as much as possible. Youll learn faster, because it has real meaning to you!
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Creating a Learning Environment
ts important to make time to study, but its also important to have a good space to study in. Why? Because you need
to be comfortable, and have as few distractions as possible, to concentrate on studying. How can you study if youre hungry? Or if your chair is uncomfortable? Or if your friends are IMing you in chat all the time?
Finding the Right Study Space

Here are 10 tips for a great study space.
1.
Choose a space thats comfortable. Make sure your chair and desk are comfortable to sit and work at, and make sure your desk gives you enough workspace. Do you need some space to get up and stretch? Make sure you have it. Dont give yourself an excuse to leave your study space.
2 . Choose a space where you feel at home. Feel free to decorate

your study place with motivational pictures or posters. Keep family) to remind yourself of your goal, and congratulate yourself on what youve accomplished so far. some items there (photos, notes to yourself, notes from your
3. Choose a space that is quiet, or where you control the sound.

Most people study best in a quiet area, either with no noise noise, or no noise, or even white noise, like the TV turned to an empty channel. Find out what works for you, but make sure you can control the level of noise in your study space. You or with quiet music in the background. You might need more
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might want to choose a study time when there isnt a lot of noise.
4. Choose a space that is distraction-free. Dont keep toys or

games at your desk, and turn off any Internet messaging software or other computer programs that might distract you.
5 . Choose a space where you can be alone. You might make a

sign: No interruptions please! Studying! Leave your cell phone in the other room and turn off the ringer.
6. Choose a space thats always accessible. You cant study if
someone else is on the phone in your workspace, or getting a snack at your desk. Your workspace should be your space someplace thats always open to you when you need it. If you schedule regular study time every day, you can make sure that your study space is off limits to everyone else during that time.
7 . Choose a space with everything that you need. Your study area
should have a computer, your study materials, a study plan for calculator anything you need for your studying. you to track your progress, paper, pencils, pens, a dictionary, a
8. Choose a space where you can be organized. Keep your
materials where you can get at them easily, but where they dont make a lot of clutter. You might want to go to an office supply store and buy some inexpensive organizers to keep your materials in.
9 . Choose a space thats well-lit. Make sure you have a lamp at

your desk, or good light coming in from a window. A welldown on eyestrain, especially if youre reading.
lit area will keep you awake and able to focus, and it will cut
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10 . Choose a space thats just the right temperature. If youre
uncomfortable, you cant concentrate on studying. If youre too hot or too cold, youre making it harder to learn. If you need a space heater in the winter, or a fan in the summer, make sure that youve got one in your study space. Make your study space comfortable and inviting. It will help
you keep to your study schedule, and it will help you study more effectively and learn more quickly.
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Practicing Learning
earning is something that requires practice. Try applying different learning skills and techniques to what youre studying,
as well as to your everyday life. Youll find that with practice, your learning skills become second nature. Instead of merely passively reading or listening, youre actively taking in and applying knowledge. All your skills will improve faster and easier once youre a practiced learner. Here is a good example of how one successful student gained real knowledge through the application of learning skills:
Learning Case Study: Marias Story
aria, studying for a reading test, encountered an unfamiliar word in a literary passage, the word superfluous. Not an
easy word. At first, the word just seemed confusing to Maria. She wanted to check the word in a dictionary, but remembered that she wouldnt be able to use a dictionary at test time. And she had learned in her online class how to look for context clues to find word meanings, especially if the word seemed to be important to the reading. She found three words that seemed to point back to the word superfluous. They were extra, over-abundant, and excessive. Maria was fairly sure that all the other words meant a large amount, maybe even too much. She also analyzed the word superfluous, and identified super at the beginning of the word. So she was sure that she was rightsuperfluous obviously meant something extra. Then, her dictionary confirmed it.
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Through the next few weeks, Maria began using new words she was learning during conversations as well as trying to figure out words while she was reading, even if she wasnt studying. At first it was hard. Using new words seemed unnatural, and she had to really think about them. After a short time, though, new words came to her more naturally. She developed complete ownership of her new knowledge. Not only was her vocabulary expanding, she discovered that it became easier to move through reading she needed to do for studying. Her feedback scores were climbing. Also, writing essays seemed much less challenging. Not only were her reading and analysis skills improving, her writing skills reflected her work. Maria was delighted. She was pleased at her new ability and started really enjoying her studies. Studying now seemed more of a hobby instead of a chore. And she wasnt the only one impressed. Her boss asked her to lead a training program since she was demonstrating quick abilities to understand, analyze, and explain new information. Marias story is an excellent example of all three principles that speak to reinforcement of the learning process. When Maria first encountered a difficulty, she controlled the speed of her learning. She slowed the pace of her learning and really spent some time thinking about the information. She took an active role in the learning process. Maria confirmed her learning through the dictionary, giving herself some feedback. Then, Maria used her new knowledge, giving herself more feedback, not only on one word but on the method she was using to learn. She found that she could use that method to learn a lot more.
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By using it in everyday situations, at work and in conversations, she quickly became the rightful owner of the knowledge. She became the expert, and all her skills began to improve because of it. This new knowledge benefited Maria at work as well as in her studying. Her knowledge was reflected in her test scores, improved her critical-thinking skills, and created an enthusiastic attitude good for learning and a terrific career opportunity.
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Learning toward a Goal
o make your learning meaningful, you should always be learning toward a goal. That doesnt just include your
ultimate goal: getting your diploma, certificate, or degree, or passing a class. You need to have a goal each time you sit down to learn. When you read a passage, ask a question you want to answer. When you approach a math formula, make it your goal to understand what the formula means and why its used. When you approach a social studies reading, try to understand how it affects the government and laws today. Make a goal out of every learning activity that you have to do.
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Reflecting on Your Learning
fter youve studied or read or gone to class, youre not done learning. A lot of learning is done by reflection. That means
thinking about what youve learned, how youve learned it, how successful your learning is, and how you can improve your learning. Reflecting is expanding and continuing your thinking. It keeps your brain active and involved. And after all, thats the key to learning. Use these questions to reflect on your learning. What have I learned?
How have I progressed toward my overall learning goal?
What study and learning techniques did I use?
Did the study and learning techniques I used help me? How?
How can I improve the learning or study techniques that I used?
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Do I have notes or records that I can study later?
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Did I delve deeper into the issue to understand it better? How?
What was interesting about what I studied?
What was boring about what I studied? Can I make it more interesting?
What elements of what I studied were visual (seen)? Auditory (heard)? Kinesthetic (moving, doing)?
How can I use what Ive learned in my life?
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What was easiest for me to learn? Why?
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What was hardest for me to learn? Why?
Do I need help to understand what I need to know? Where can I go for help?
How can I investigate deeper into what Im learning?
How can I do something creative with what Im learning?
What should I study next?
Chapter 4
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How to Motivate Yourself and Eliminate Anxiety
Feel
Keep away from those who try to belittle your ambitions. Small people always do that, but the really great make you believe that you too can become great. Mark Twain
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Ive tried the GED, and Ive failed. I bought a program, but I never used it. I went to classes, but I dropped out. Its too much. I just cant keep going. Its no use, Ill never get my GED.
ne of the biggest obstacles to getting your GED can be your own attitude. Anxiety, fear, and lack of motivation are huge
problems, and theyre the hardest ones to overcome. Its not easy to fight your own feelings. How do you learn to feel better about yourself? How do you learn to be confident? Because the truth is, you can be successful and accomplish your goals, no matter what teachers or family members have told you in the past. Negative voices from the past, fear of failure, and stress are all very real, but theyre problems that you can overcome.
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Visualizing Your Goal

Making It Real, Believing Its Possible
lot of the time, the goal you want seems impossible. It doesnt feel achievable. Its something youve never done before, and it
can seem pretty far away. Making your goal seem real and possible and doable is a key to actually achieving it. If you believe you can, youll be motivated to do it. Here are some suggestions to help you make your goal seem achievable.
! Write down your goal and what youll do when you achieve it.
Writing something down makes it more real, more concrete.
! Outline the steps youll take to get to your goal. Small steps are
about planning. Its about motivation.
much easier to see as achievable than big goals, so this isnt just
! Write down the reasons youre trying to achieve your goal, the
people youre doing it for, and the rewards you hope to gain. keep up your motivation. Look at them to remind yourself why youre doing this and to
! Write down the qualities you possess that will help you achieve
this goal.
! Give yourself affirmations. Tell yourself I will... and I can... ! When you reach an obstacle, confront it. Make a plan to
overcome it. Dont let it overwhelm you. Once you sit down and
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think through how you can get over the obstacle, it wont seem as big or as hard.
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! Take a few moments each day to sit down in a quiet place, close
what youll do once you arrive.
your eyes, and picture yourself achieving your goal. See as many details as possible. Visualize the path youll take to get there, and
! Talk to your family and friends about your goals. Commit to
them. Make sure everyone knows what youre doing. Itll help prevent you from backing out, and talking about goals to others helps you make them real. It helps make them more achievable.
! Take a first step. This isnt just something youre dreaming about
doing. Its something youre actually doing.
! Put a picture that symbolizes your goal somewhere prominent

on the refrigerator, at your desk. This will remind you what youre working toward.
! Expect that youll reach a day when you just dont want to sit
busy, that its too hard, that youre too tired. Be prepared to combat them before you get there. What will you do to force yourself to overcome your inner stumbling block?
down and study. Know what your excuses are: that youre too
! Be aware when you start having negative thoughts, like that you
cant do it or that its too hard, or that failure is coming. Get rid of those thoughts right away. Find a positive thought for every negative one. Get a friend to tell you why your negative thoughts are wrong.
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! If you fall off the horse and miss a day of studying, dont let it
dont look back.
become an excuse to stop. Get right back on the next day, and
! Plan time to relax and de-stress. Before or after a study session,

quiet. Take one day off a week from your study schedule. Make
take a few moments just to breath deeply and enjoy a moment of sure you have time to exercise or take a bath. Relieving stress on a regular basis will prevent a break-down under pressure.
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Creating a Supportive Environment
ou shouldnt expect to do it all yourself. You cant take on a big task without help. Dont underestimate what your family and
friends can do to help you. The negative voices from childhood, from school, or from work experiences can be very damaging. Its important to create positive, supporting voices to help you achieve your goals. That means establishing a community to help you, and how you create a supportive learning environment will depend on your situation.
Your Family
Y
1.
our family can be great motivators and supporters. If your family is unhappy or negative about what youre doing, it can
cause significant problems in your progress. But if your family is supportive, they can help you move forward quickly and easily and feel good about what youre doing. The following steps will help you create a supportive environment in your family: Talk to your family. Sit down and explain why this is important to you and what you hope to accomplish. Explain why its difficult, but also why its worthwhile. Tell them that youre doing it for them as well as for yourself, and that you expect their help and support. Even young children can understand that this is important for you (and if learnings important to you, its more likely to be important to them). Talk about any problems or issues your family has with what youre doing. If you cant get them to support you, at least get them to agree to not interfere.
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2 . Set up ground rules. Your family can interfere with your
study time and space, so youll need to set up ground rules to make sure you have the time you need. Explain what your schedule will be, and get your family to help give you the quiet time youll need to study.
3. Get support. Most of the time, your family can help you. They
want you to succeed! You might even find that some members of your family can help study with you. Or, your family can write you motivational letters and notes. Or, they can arrange rewards when you reach milestones in your journey toward your goal. They can help remind you when its time to study and make sure you keep with your work.
Your Friends
our friends can help you out in much the same way as your family. Explain what youre doing. Tell them what kind of
support would be most helpful. Do you need someone to stay on your case to make sure you keep up with studying? Do you need someone to take you out for drinks when you pass a test? Do you need someone to babysit the kids for an hour each night, or to give you a call to remind you to start studying? Dont keep your friends in the dark. Make them part of your supportive community.
Online Communities
nline communities can be a great resource for motivation and support. Start your own blog about your progress and
what youre doing. Family and friends can keep in touch and
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leave comments, and you may even meet other people doing the same thing. Ask questions in online forums. Read other peoples experiences, and share your own.
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Classmates, Teachers, and Community Groups
f youre enrolled in classes, your classmates can be an invaluable resource. Studying in a group can be more effective than studying
on your own because it gives you immediate support. Youre in a learning community. Get a study group together, or find a study partner in your class. Your teachers are also a resource. Dont be afraid to ask for help if you dont understand something. The more you ask and communicate, the more youll learnand the better youll feel about yourself. Are there adult learning centers in your community? Even if youre not enrolled in classes, try posting ads for study partners or a study support group in your community. You might find there are other people striving for the same goals who can help you. Try local bulletin boards and online local centers like craigslist.com.
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Rewarding Yourself for Success
simple motivator is rewarding yourself when youre successful. Dont be afraid to cheer yourself on, and to get others involved
in the celebration. If youve worked hard and accomplished something, you deserve to celebrate. Make sure the treat is something youll really enjoy. Examples of rewards could be:
! Take time out for yourself. Enjoy a ball game or a spa day. ! Go out with your friends or family. ! Buy yourself something that you want. Make your rewards
bigger and bigger as you move forward.
! Treat yourself to a dinner you enjoy but cant have all the time. ! Have a date night with your spouse. ! Have a party. ! Have a youve done it cake. ! Anything youll enjoy!
Dont just save up your rewards for when you accomplish your ultimate goal. The key is to set smaller, intermediate goals as you work. You dont become successful overnight. You become more and more successful as you go along. Each milestone, each marker on your journey is its own success. So reward yourself.
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Setting Up Motivational Reminders
otivation isnt something that you do just once. Its something that you have to do on an ongoing basis. So
make it part of your regular routine.
! Have family members leave you motivational notes. ! Have a friend send you a daily motivational text message. ! Have a friend call you each day to see how youre doing toward
your goal.
! Keep a book of motivational sayings, and read one each day. ! Give yourself a small reward every day for doing your work. ! Get a motivational desktop daily calendar. ! Use a motivational picture as your computer desktop
background or screensaver.
! Keep a journal or blog to keep track of your progress and keep

yourself motivated.
! Bookmark some motivational websites, and visit them every day. ! Every day, tell your family and friends what youve done toward
your goal that day.
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How to Eliminate Test Anxiety
f the number one fear is public speaking, then the number two fear among students is probably test taking. Taking tests, trying
new things, striving to succeedit is all stressful. Anxiety comes from fear. Fear that well fail. Fear that we cant cut it. Fear that trying will just prove that everyones been right about us all along... The truth is, everyone can learn. Everyone can improve. Everyone can achieve. Most of the time, if you believe you cant succeed, its because your past experiences have made it seem impossible. But those past experiences dont mean you cant succeed now. If you failed in school, it doesnt mean youll fail in learning. Its important to understand that test anxiety is normal. A healthy amount of test stress can be good. Stress launches adrenaline, a brain chemical that can make a test candidate more alert. Stress can motivate you to succeed. But too much test stress inhibits clear thought, creates fatigue, and reduces performance. Months of studying and practice wont help if you freeze or fall apart during a test. So whats the right balance between a healthy and productive amount of test stress and the kind of anxiety that overcomes test candidates?
Test Anxiety Strategies

Preparation
onsider the two-part test required for a drivers license. Most drivers are able to quickly memorize the rules of the road
a day or two before the 20-minute test and perform without a

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problem once the testing officer is in the passenger seat. But what would happen to a driving candidate who never looked at the drivers manual or had never been on the road? Not only would this want-to-be motorist fail to perform, there would be high anxiety in the drivers seat. Practicing for any test is the best way to reduce test anxiety and perform well. Study and take practice tests to prepare yourself for what a test will really be like. You cant cram for a test in a few minutes. For a big test, a good strategy is to study for a few weeks, a little bit every day. Then, take a practice test before you sit for the actual exam. Practice tests prepare you by showing you what to expect. Youll be much more comfortable and confident if you understand what the test-taking process will feel like, and especially if youve succeeded on the practice tests. Practice tests teach test candidates how to use knowledge, provide testing experience, and are excellent indicators for measuring skill strengths and weaknesses. Practice testing also provides the best way to get familiar with the test structure, question and answer layout, and test timing and test expectations. Then, at test time, the test will be a known factor instead of an unknown factor. Test familiarity, along with knowledge ownership, helps candidates have confidence in their abilities and demonstrate their skills. These are prime strategies in reducing fear, overcoming test anxiety, and ensuring a solid test performance.
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Time Management
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ime management can help reduce stress, not only for testtaking, but also for studying and managing your life. Making
realistic time schedules relieves a lot of stress. Schedule time for classes, time for studying, and also time for rest. You need rest and relaxation in order to accomplish all your goals. Many students express concerns about timed tests. Some may be slow test takers; some dont have a feel for how to pace themselves through the test. Test problems easily distract others they concentrate on a few problems and answer well but find theyre soon out of time and cant complete the whole test. Or, test candidates may rush through the test because of time concerns while they finish test sections quickly, they later learn that their answers were incorrect. And theres no score or reward for finishing first, or finishing fast. You can improve your time management through practice. Managing your time on a test means:
! Looking over the test before you start and making a test plan. ! Going through the test and answering the easy questions first. ! Going back to take your time on the more difficult questions. ! Knowing whether its smart to guess if you cant find the right
answer.
! Keeping track of the time while you take the test.
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Timing on the GED Tests
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iming varies for each part of the GED exam, and the full battery includes science, social studies, reading, writing,
and the two-part math test. But on average, allow yourself about 1 minute, 15 seconds for each question during practice GED test-taking and problem-solving to develop or improve time management skills. This strategy will serve to reduce test anxiety about timing, and help candidates learn the art of pacing. On the GED, theres no penalty for guessing, so make an educated guess if you dont know the right answer. Practice writing timed essays, as well. Allow 45 minutes to write a GED essay. Break up your essay time into time to think of an essay topic, time to prewrite and organize your ideas, time to draft the essay, and time to revise and edit the essay. If youve practiced beforehand, youll do much better on the actual test.
Preparing Your Mind and Body
hile test candidates ensure that their abilities and time management skills are sharp, theyll also want to explore
mental and physical ways to reduce test stress and incorporate stress reducers into their study program. Good nutrition, exercise and healthy rest patterns are important. And knowing how to relax at test time is equally important; learn and practice relaxation techniques during long study sessions. Know the Cues: Test anxiety doesnt just happen. It happens on cue. And for many test candidates, anxiety is a habit. Just like the anxiety response is learned, it can be unlearned or shifted to a
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level where anxiety works for the test, instead of against it. Here are some typical test stress cues and strategies to manage them:
? Feeling overwhelmed? Take it step by step. Read directions

through another part first. Then return.
carefully. Skip questions that seem overwhelming and move
? Nervous and jittery? Test burnout halfway through? Avoid

with high-sugar content. Avoid caffeine.
processed foods, and fast foods, along with snacks and beverages
? Feeling tense? Stiff neck? Eyestrain? Change positions. Stretch.

Breathe deeply. Rest your eyes. Clear your mind. Start afresh.
? Blank? Frozen? Fearful? Relax. Skip the question and go on.

your vault.
Youre in control. Youre ready, and youre doing your best. Take the test at your own pace, and the pacing youve learned and practiced will come back to you, along with the knowledge in
? Test fatigue? Eat a healthy snack. Use relaxation techniques.

Visualize the goal.
Pause. Clear your mind. Give yourself positive reinforcement.
? Just a little anxious? Expect it. Surrender to it. Even welcome it.
Know that some anxiety can help you perform, provide energy, and increase thinking clarity. Acknowledge test stress as a further reminder of the importance of your goal. Make it work for you.
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Answering Your Negative Thoughts

Advice from Motivational Coach Vicki Hannah Lein
W
them.
e all make excuses for why we cant do things. And there are lots of excuses why you cant get your GED. Here are some
common negative thoughts that people face, and ways to counter
I dont have time, Im too busy working.
ou know how a pedometer works? It counts every step you take. And all those little steps add up! Studying for the GED
is just the same. If you spend just 15 or 30 minutes a day doing lessons, youll be amazed and proud of how much progress you can make, and how quickly you can do it. You can make time for 15 or 30 minutes a day, and probably you can make more time than that. Remember, this extra effort is an investment in your future, and you can make it enjoyable. Studying doesnt have to be a chore. Make your studying interesting to you, and youll actually learn faster.
Ive been out of school too long. Ill never learn this stuff!
ou already know most of what you need to know to pass the GED, and you can develop a lot of GED skills quickly. How
long it takes will depend on when you left off school, what youve been doing since then, and how long its been. But its doable for everyone! And it doesnt have to take that long. With the right study program, you can get back on track quickly and easily. Time
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passes faster than you think, and once you get going, if you track your progress, youll see that youre moving toward your goal.
Ill never pass the math!
he GED math test requires just basic everyday practical math. Tried and failed? Dont worry. You can learn it, if someone
explains it to you in simple language you can understand and relate to real life! If what youve done in the past hasnt work, dont give up. Try something new. Find the program that works for you. With the right study program and individual help if you need it, anyone can learn the math on the GED math test. Part of learning math is taking it step-by-step, one piece at a time. Each part builds on the last thing you did. Even people who never thought they could do basic math can master GED math.
I cant get started.
T T
aking the first step is often the most difficult. But look at it this waywhat do you have to lose? Getting started is all
about making a commitment to yourself and starting to take the first steps. Once youre started on the road, itll be easier to keep going. And youll be glad when you get to your goal!
I cant afford the cost of a study program/the GED.

he GED isnt that expensive, and neither are GED study programs. And the GED gives you an opportunity to make a
lot more money in the future. The investment is worthwhile. Most of the time, when people talk about not being able to afford the
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GED, I find that what they really mean is theyre afraid to try and fail. Its not that they dont have the money. Its an excuse to give up before they start. Dont let fear hold you back! If you really dont have the money, find a way to put it aside. Make it a priority, an investment in your future.
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Im not a good reader/writer.
eading is important for the GED, but its also important for your life. You can become a good reader! The key is to start
reading. Start reading every chance you getand read something youll enjoy. Its a rewarding way to spend your time. Writing is also a skill you can learn, and its easier than you think. Writing a GED essay is a learnable skill. Knowing what the GED readers expect is half the battle! When youre studying, find programs that will give you audio input when you have to read. That will also help improve your reading quickly.
I hate tests!
have taught thousands of people a few simple secrets that will change the way you take tests forever. This may sound like
bragging, but when you take a test with the attitude, Im going to nail this sucker! youll be delighted to see how well your brain works and how good you can feel. Confidence breeds success.
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I started but stopped. I cant stick with it.
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understand. Its easy to lose momentum and get sidetracked. One thing that works for lots of people is to start with the easiest tests
first. Nothing motivates you like success, and every test gets you closer and closer to your GED! But you wont get there if you dont stop so take the first step!
How I'll Overcome My Negative Thoughts:
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Making a Motivational Study Space
ut motivational signs around your workspace to give you motivation to move forward every day. You can use the
following motivational sayings, quotations, and reminders as decorations for your workspace. Even better, make your own motivational signs and decorations.
! Use pictures that remind you of what youre striving for and the
rewards you hope to gain.
! Use photos of your kids and your family, the people that youre
trying to help by improving their lives.
! Dont forget yourself! Include photos of yourself, to keep in mind

who youre doing this for.
! Find motivational quotes that speak to you, and post them

around your work area.
! Post a new sign marking every important goal you pass on your
way to your final goal.
! Get your family and friends to write motivational notes for you
to post in your work area.
Motivational Quotations
God helps those who help themselves. Benjamin Franklin The big question is whether you are going to be able to say a
hearty yes to your adventure. Joseph Campbell
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Destiny is not a matter of chance; but a matter of choice. It is not

a thing to be waited for; it is a thing to be achieved. William Jennings Bryan
Im a great believer in luck, and I find the harder I work, the

more luck I have. Thomas Jefferson
When you reach the end of your rope, tie a knot in it and hang
on. Thomas Jefferson
A man cannot be comfortable without his own approval.

Mark Twain
Courage is resistance to fear, mastery of fearnot absence of

fear. Mark Twain
Nobody will believe in you unless you believe in yourself.

Liberace
The greatest danger to our future is apathy. Jane Goodall Nothing is particularly hard if you divide it into small jobs.
Henry Ford
Though no one can go back and make a brand new start, anyone
can start from now and make a brand new ending. Carl Bard
I am not discouraged, because every wrong attempt discarded is

another step forward. Thomas Edison
The human brain is unique in that it is the only container of

which it can be said that the more you put into it, the more it will hold. Glenn Doman
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Life engenders life. Energy creates energy. It is by spending

oneself that one becomes rich. Sarah Bernhardt
Always bear in mind that your own resolution to succeed is

more important than any one thing. Abraham Lincoln
If we attend continually and promptly to the little that we can do,

we shall ere long be surprised to find how little remains that we cannot do. Samuel Butler
Motivational Reminders
! I am doing this for myself. ! I am worth the effort. ! I am doing this for my family. ! Nothing ventured, nothing gained. ! It is possible to achieve success. ! It is possible to achieve happiness. ! It is possible to achieve prosperity. ! I am doing this for the rewards it will bring me. Thinking longterm will bring more happiness.
! I am taking responsibility for my life and going where I want to

go.
! I can always be better and do more. ! Other people, with bigger problems than me, have done greater
things.
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! In the past, people may have told you that youre dumb or stupid,
but ignore those voices. Everyone can learn. Everyone can achieve.
! I can prove to myself that Im smart and worthwhile. ! Every day, Im one step closer to success. ! My happiness is worth investing in! ! I am succeeding. ! I am making my own destiny. ! The more I do, the easier it gets.
GED Motivation
! The GED isnt something thats given to you. Its something that
you earn.
! A half million people get their GED each year, and you can too. ! The GED is the gateway to making hundreds of thousandsor
even a millionmore dollars in my lifetime.
! It will feel great to earn my GED! ! GED graduates do as well in college and technical schools as
traditional high school students. I can get into college and become anything I want to be.
! The GED is required for more and more jobs each year. Its my
best route to a better job or a promotion.
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! Getting my GED shows my children that I value education. My

children will do better in school if they see me succeeding with my education.
! The GED will allow me to help my children with their school. ! The GED will make me more confident in myself. ! The GED will show me that Im capable of learning.
My Motivational Thoughts:
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GED Success Stories
H I
ere are just a few stories among the half-million people who get their GED each year. Each person has his or her own obstacles
and problems and overcame them to be successful. You can, too. Your story is probably not that different!
Augustines Story
just want to encourage everyone who is about to take the next step the GED. I, like many, received my GED, and Im a perfect
example of the advantages of earning a GED. Im currently in my junior year in college with a 3.95 GPA, tutoring other (high school graduate) students in college algebra. The reason why I left high school was because my dad needed help with starting his own business and he needed help with the business. Although sometimes I feel like I should have stayed in school, the two years of experience in the real world helped me mature and think differently. Now I thank God for directing me through his path, a path that has not been easy but has opened doors to a bright future. I got my GED to start my college education. Currently, Im a student finishing my pre-requisites needed for the PharmD. (Doctor of Pharmacy) degree. My goal is to one day graduate, open my own pharmacy, and be an example to other young people like me. The only way my dreams will become reality is through the direction and help from God. Remember, never give up It is never too late to turn your life around.
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Danielles Story
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i, my name is Danielle and for a long time I felt like I didnt have a name or identity. I really did not know who I was or
where I was going. I was stuck in a dead end job paying minimum wage and I was afraid to explore other opportunities because I didnt finish school or get my GED. It was hard because I was out of school for 12 years. I forgot everything and had to learn all over again, but practicing and studying really helped me. In science I got 520, reading 560, writing 520, social studies 480, math 500, yes I am so happy! I left school because I got pregnant and was on bed rest. I did not go back after I had the baby. I got my GED because I wanted a better life, I wanted my family to be proud, but most of all I wanted to prove to myself I am smart and I can overcome any obstacle with GOD at my side. Dont ever let no one tell you, you cant. I am proof yes you can, dont give up and when things get hard, and they will, remember you are worth it!!
Bradleys Story
just got my GED on 11/29/07. My graduation ceremony will be 5/22/08. I also graduated with honors and won a $1000.00
scholarship. I will be attending Forsyth Tech. Community College in June. I will be taking Industrial Engineering classes and hope to one day own my own Electrical Business or Construction Company. I wish everyone good luck in getting their GED. Your program helped me to get mine with honors and a scholarship too. Good luck everyone!
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Davids Story
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ith the help of your program, I received my last test score yesterday and PASSED MY GED! I could have never done
in without your program. I am 45, and was laid off after 20 years in the printing industry. I was offered a new job, in a new field, on the condition I got my GED. No small feat at this stage in my life. They were actually holding the job for me! The pressure was on! And OH how the testing and entire process has changed! I studied relentlessly, with much difficulty and frustration at times, as its been a long time since I was in school and everything is ten times harder now. Without your online tests and great study book, it would have taken me 6 months to a year to go to classes and learn at a snails pace. I completed the tests and passed in a little over 1 month!!!! They are still holding that new job for me and I start next week. Not having my GED has always bothered me and held me back from taking new chances and changing my life for the better. Thank you so much and I would recommend PASS GED to anyone and everyone. Youve help to increase my confidence, gotten me interested in reading againits overall changed my life!
Michelles Story
hen I was in 3rd grade the doctor diagnosed me with ADHD. My mother refused to let me take medication for
my ADHD. I struggled every day until the end of 9th grade I just gave up. I refused to go back to school. I didnt understand the point of going to school.
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I am now 27 years old, and I received my GED on the 17th of January 2008. One of the most proudest days of my life. Throughout the years I tried several times to get my GED but I gave up. For years people told me I couldnt do it, I was worthless. So I began to believe it and then slowly began telling myself the same things. Until approximately 4 months ago I went back on welfare after losing another crappy job. They made me go to full time GED classes. Two years prior to that I had passed my science and social studies test, so I only had three tests left. I started classes in November 2007, I decided to put all my effort and time into educating myself. I brought home the books and forced myself to learn the information in the books. On January 16th 2008 I took my math test and received the results on the 18th that I had passed. That was one of the happiest times in my life. I have more confidence in myself now, and I will be enrolling into college in the fall. I view my future through a different set of eyes now, and I am unstoppable. I left school because I did not know how to manage my ADHD and was told I was stupid. But I got my GED to prove to myself I was worth a better life. My goal was to get my GED by the end of January 2008, and I have accomplished that. Then I will be enrolling in to college for a degree in Criminal Justice. Dont give up on yourself, and life is what you make of it..
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Jeffreys Story
am an ex-convict who passed his GED at the age of 40. I am now enrolled at the University of Minnesota majoring in Human
Resources. I was 18 years old in 1979 when I dropped out of high

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school. I want to finish my college degree in 2011. To anyone who reads this, pick up the GED now.
Chimangas Story
was having a tough time in school because I made the mistake of associating with gang members. I left school in the 10th grade,
because I wanted to hang out with my friends. I earned my GED in 1992 at the age of 18. Dreams become reality through dedication. I received my GED 2 months after my 18th birthday, and I am really proud because I did so without anyone telling me to do it.
Marys Story
ell, my name is Mary, and I am 19. I am married, and plan on going to college sometime to become an R.N. It is
my dream. When I was younger I struggled with social anxiety and depression. It was very hard for me to go into a crowded loud school, and so I started homeschooling. I dropped out of school my sophomore year because I decided to move in with my boyfriend at the time. We met on the Internet, so I moved from OH to NY. I did homeschooling my 9th and 10th grade years, but then got a letter in the mail at home that said each student would be required to come into the school on a bi-weekly basis. Since I could not do that, being in a different state and all, I decided to drop out. I do regret some of my past decisions, but I am happily married to that man now, and I love him very much. I had always wanted to accomplish getting my GED. It was important to me, and to my family. Both of my parents dropped
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out of high school but then they got their GEDs. When I was younger, I was in gifted and talented classes, even getting to go on yearly trips to historical sites in places like PA, and VA. When I decided to drop out of school my parents felt like it was a waste of potential, but I could not bear the thought of going back. Finally, after the age of 19, which is the legal age to take the GED without some kind of consent in New York State, I decided to pursue my dream. I took the test on March 7 and 8, 2008. I eagerly awaited my test results. I got them today! I passed! I am looking at my General Equivalency Diploma and the sense of pride that filled me brought tears to my eyes. I cannot recommend it enough. It is a scary position to be in, but I promise you will have no regrets. It is so very worth it. I scored an even 3000, my best score [730] in Language ArtsReading. I now plan on going to a community college to become an R.N. Anything else in my life that would complete it in some way would have to deal with me becoming a nurse, preferably in a maternity ward. I love children and am empathetic.
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Motivational Worksheets
se the following worksheets to help keep in mind why youre trying to accomplish your goals, to deal with obstacles when
they come your way, and to keep yourself motivated. You can reach your goal!
My Notes
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I Am Proud That:
1. 2 . 3. 4. 5 . 6. 7 . 8. 9 . 10 . 11. 12 . 13 . 14. 15 .
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These Are the Good Qualities

That Will Help Me Get My Goal:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

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By Sticking to My Goal,
I Will Earn These Rewards:
1. 2 . 3. 4. 5 . 6. 7 . 8. 9 . 10 . 11. 12 . 13 . 14. 15 .
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The People I Am Doing This for Are:

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.
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The Reasons I Am Doing This Are:

1. 2 . 3. 4. 5 . 6. 7 . 8. 9 . 10 . 11. 12 . 13 . 14. 15 .
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Obstacle Worksheet
Difficulties and obstacles are part of success. On the road to my success, Ive hit an obstacle. I take responsibility for my action, and Ill get through this obstacle. I will not let it stop me. The obstacle is:
I feel:
So far, what Ive done is:
I plan to:
I will keep trying, because I know that every obstacle is one more step toward success.
Signature Date
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My Learning Contract
My goal is
! I pledge to work each day toward my goal. ! I take responsibility for my own success. ! I will not give up. ! I will remember all the good things that will come from
my goal.
! If I fall behind, I will start working toward my goal

again right away.
! I wont let failing be a habit. ! I will get help when I need it. ! I will accomplish this for myself, because I deserve it.
Signature
Date
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Chapter 5
smart
How to Be a Successful Test-Taker
Test
I didnt fail the test, I just found 100 ways to do it wrong. Benjamin Franklin
Test Smart
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Testing Smart
any students have problems taking tests, even if they know the material. Im bad at tests is a common complaint.
Taking tests, though, is a skill. Like any other skill, you can learn how to be good at taking tests, and you can raise your score sometimes by as much as 15%. If your goal is to pass the GED, then test-taking is an important skill. Understanding the GED tests and learning basic test-taking skills will increase your confidence and boost your score. A common problem with testing is that students might know information or have skills, but the test itself is too intimidating, confusing, or difficult to let them show what they know. Instead of being hampered and held back by the test itself, if youre a good test-taker, you can show what you know. Thats why having testtaking skills is so important.
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Familiarize Yourself with the Test
he first step in becoming a good test taker is getting familiar with tests. The more comfortable you are with tests in
general, the more it will help you, especially if youre planning on moving on to college courses. You already know a lot about tests. You probably realize that:
! Most tests are timed, so its important to watch your own
progress during a test. Keeping track of time during a test is a skill that you can practice and learn. Youll read more about it in the section on How to Manage Time while Taking a Test.
! On most tests, youll know in advance whats on the test in

ability to prepare.
general, so you can be prepared for the test. Check out Learn Smart: Secrets to Learning More in Less Time to improve your
! Most tests require you to read and write, but tests require specific
reading and writing skills that you can improve in, like reading directions, reading prompts, and writing essays. You can improve in these areas by taking practice tests that represent what youll see on the actual test and learning more about the test youre taking.
! Different tests have different types of questions, and knowing

more about the different types of questions helps you answer them correctly. These might seem like simple observations, but theyre fundamental to understanding how to be a successful test taker.
Test Smart
Understanding different types of test questions or tasks also helps you choose smart answers. A few types of questions include:
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! Multiple-choice questions ! Short answer questions ! Show-your-work short answer questions ! Essay questions ! True-false questions ! Matching questions ! Fill-in-the-blank questions ! Oral answer questions ! Diagramming/illustrating questions ! Performance tasks ! Identify parts of a whole
You can increase your confidence and your ability to answer questions by learning smart strategies to deal with the kinds of questions youre faced with. For example, a true-false test question seems straightforward. Youre given a statement, and you need to decide if its true or false. But its a myth that true-false questions are always easy. You need to really consider whether the statements are true or false, and sometimes they can be tricky. You can improve your ability to answer true-false questions by having a strategy to deal with true-false questions on a test. And, if you know a few things about true-false, you can apply them to multiple choice as well.
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! Words like never or always almost always make a statement

(like all or everything statements) are false. Very few ideas are always true, in every case.
false. Most of the time, statements that dont allow for exceptions
* On a multiple choice test, this applies as well... answers with

all, always, everything, never, or similar words are usually wrong.
! Words like sometimes or often almost always make a
statement true. Most of the time, statements that allow for exceptions (like generally or usually statements) are more likely to be true. Just look at the last two bullet points! Ive used almost always and most of the time to indicate that there are exceptions to the rule... and many true statements on true-false tests will use similar sorts of words.
* On a multiple choice test, this applies as well... look for
answers with sometimes, often, generally, usually, or similar terms. These answers are more likely to be true.
! The whole statement will be false if any part of the statement

is false. Read the whole thing, and dont be confused by anything thats not true, mark false. recognizing that part of whats being said is true. If you see
* On a multiple choice test, you can use this rule, also. If part of
an answer is untrue, thats not the correct answer... even if its partially true!
! Dont let yourself get thrown off track by no or not words.

Look for the words no, not, cannot, dont, or cant.
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Throwing the word not into a sentence changes it from true to false or false to true. Make sure you catch those negative words, so youre judging the right meaning.
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* On a multiple choice test, the no or not might be part of

is NOT true... and pay attention to the nots.
the question. Look for statements like, which of the following
! Guess if you dont know, unless youll be marked off for wrong
answers. True-false tests tend to have more true answers than true one. So, if youre guessing: false answers. Why? Its harder to make up a false answer than a
* Follow your instinct first. If you have an idea but arent sure its
true, go with it.
* If you have no idea, guess true. On a multiple choice test,

wrong answers, to narrow down your guessing, and then
this rule doesnt apply. You know theres one true answer and several false ones. But you can still guess. Start by eliminating always choose the same way from the remaining choices (such as the top answer or bottom answer) if you need to guess. A multiple-choice question is just a series of true-false
questions, and thats why many of the true-false answer techniques apply. You need to find the one true answer among four other false answers. There will be more tips on approaching multiple-choice questions in Answer Smart: Thinking Through Test Questions and Answers. When youre preparing for a test, its best to prepare with questions as similar to the ones youll face on the test as possible. Learn how to deal with the test questions, and youll be one step closer to acing the test.
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The GED Tests
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or a specific test like the GED, you want to understand beforehand what kinds of questions will be asked, how much
time youll have... in short, you want to know what it will be like to take the test. Heres the breakdown of whats on the GED exam.
Complete GED Exam

GED Science 50 multiple choice questions 80 minutes Life Science 45% (about 2223 questions) Earth & Space Science 20% (about 10 questions) Physical Science 35% (about 1718 questions) GED Social Studies 50 multiple choice questions 70 minutes World History 15% (about 78 questions) U.S. History 25% (about 1213 questions) Civics and Government 25% (about 1213 questions) Economics 20% (about 10 questions) Geography 15% (about 78 questions) GED Math 25 questions with calculator, 80% (20) multiple choice, 20% (5) free-choice answer 25 questions without calculator, 80% (20) multiple choice, 20% (5) free-choice answer 90 minutes Number Operations and Number Sense 2030% (about 1015 questions) Measurement and Geometry 2030% (about 1015 questions) Data Analysis, Statistics and Probability 2030% (about 1015 questions) Algebra, Functions, and Patterns 20 30% (about 1015 questions)
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GED Language Arts: Reading 40 multiple choice questions (about 69 readings) 65 minutes
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Literary Text (poetry, drama, and fiction) 75% (about 30 questions, 47 readings) Nonfiction Prose (letters, memos, articles) 25% (about 10 questions, 2 readings)
GED Language Arts: Writing Part IMultiple choice 50 questions 75 minutes Organization (moving, adding, or deleting sentences to fix the organization of the writing) 15% (about 78 questions) Sentence Structure (fragments, run-ons, and other problems with sentences) 30% (about 15 questions) Usage (using verbs, pronouns, and other words properly) 30% (about 15 questions) Mechanics (capitalization, punctuation, and spelling) 25% (about 1213 questions) Part IIEssay 45 minutes 1 essaytopic given on test as an essay prompt
Youll see three types of questions on the GED. Most questions are multiple choice, which means youll be able to pick one answer from a list of possible answers. This gives you test-taking advantages. You only have to recognize the correct answer, instead of calling it up from memory. You can eliminate incorrect answers. And, you can guess. On the GED, you dont lose any points for marking an incorrect answer, so you should answer every question,
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even if you have to guess. But multiple-choice questions arent the only ones on the GED. In addition, the GED has:
! Short-answer questions (in math) The GED math test has

5-digit or shorter number.
questions where you need to calculate an answer, but there are some clues... the answer will either be one point on a graph or a
! Essay question (in writing) The GED essay is a short (46

beginning, middle, and end.
paragraph) essay that requires you to be able to organize and communicate your thoughts about a topic, with a main idea, a
The GED exam includes questions about a lot of topics, like U.S. history and life science and sentence structure. But thats not the only way the questions are divided up. The questions on the GED exam are carefully chosen to include:
! Questions that include pictures, charts, and graphs, as well as

text to read
! Questions that test thinking skills including knowledge,
comprehension, analysis, application, synthesis, and evaluation
! Questions about important concepts behind the subject areas,

such as technology questions in the science test The best way to prepare for the GED test experience is by taking practice tests, which recreate the experience of taking a GED test. But you dont need to jump into a full, timed practice test right away. Working up to a practice test gives you more familiarity to build on.
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! Start by walking through several practice questions to get

asking you to do?
familiar with what the test questions are like. Why are the questions structured the way they are? What are the questions
! Take an untimed practice test. Take as long as you need to.

the whole test, including the essay.
Familiarize yourself with the test format and structure. Practice
! Use your practice test results to study. Time yourself for practice
questions while you study, and try to work your time down to about 1 minute, 15 seconds to answer a question.
! Before you take the GED, take a timed practice test. Taking
great benefits. Heres a GED practice question to get you started.
practice tests will improve your score on the GED, even if you already know youre ready to pass. Its a simple step that can have
Science Practice Question

A man is camping at the ocean, and he wants to see if he can remove the salt from some of the ocean water. Which is the best way to get the salt thats in the ocean water? 1) Boiling away the water over his campfire 2) Heating the water in a closed container 3) Pouring the saltwater through a coffee filter 4) Pouring the saltwater back and forth from one cup to another 5) The salt cannot be removed.
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Lets take a look at this question. Its a multiple choice question, like most of the ones on the GED. And it has five
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answers. So, the goal is to decide which of the five answers is true. The question talks about a man camping at the ocean. But whats it really asking? The point is, how do you separate out salt from water? Whether its ocean water or not, whether youre at the beach or not, thats extra information. The idea is, if salt is dissolved in water, how can you get the salt out of the water? Have you got any experience with this type of situation? Have you ever gotten salt from water? Can you think of a way to get the salt out? If you can, youre one step ahead. If you cant think of an answer, its no problem. Youve got five choices to consider. Answer 5 says that the salt cannot be removed. Well, thats a not statement. The salt cannot be removed. That seems pretty final. Its what we call an absolute. Theres no room for an exception. That doesnt seem right, and its not. Thats an easy answer to eliminate. Answer 4 is pouring the saltwater back and forth from one cup to another. Try to picture doing that. What happens? The water sloshes back and forth. Does any salt come out? What about other things combined with liquid? Say, fruit punch made from a powdered drink mix. Once you stir it together, would the punch mix come out if you poured it back and forth? Comparing the question to things in your life helps you put the answers in perspective. This one doesnt sound too likely. Answer 3 is pouring the saltwater through a coffee filter. Do you think the salt would get stuck in the filter? What about the
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punch? If you poured punch through a filter, would you get a filter full of punch mix? You might not be sure, but it seems at least unlikely that all the salt or punch mix would come out. Think of making coffee. You put the grounds in the coffee filter, and the water pours through. On its way the water picks up coffee. It doesnt leave stuff behind. So water with something else in it (like coffee) can go through the filter just fine. Answer 2 says to heat the coffee in a closed container. Try thinking of punch, or even coffee, again. If you heat it up inside a covered pot, does it separate out? This one also doesnt seem likely. Answer 1 is boiling the water away over a campfire. When youre done, the waters gone. What about the salt? Try thinking of the other examples. What if you put coffee in a pan and boiled it away? Would there be something left in the pan? What about punch? Would it leave residue behind? Youve probably burned down some sort of liquid over the stove. The water goes away, burned off into steam, and it leaves behindsomething. If its saltwater, its probably going to leave behind salt. This answer makes the most sense. By thinking through the answers, you can try to eliminate ones that might sound right at first, and come up with an answer that makes the most sense.
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Why Do We Have Tests?
ets talk about a really fundamental question. Whats the purpose of a test, anyway? Why do we have them? Many
students find tests annoying. Theyre difficult. They take time and effort. They dont seem to relate to real life very well. So, why do we have tests? Tests have different purposes:
! Assessmentthat is, to figure out what you do and do not know,

so you can figure out what you need to learn.
! Placementto put you into the program or level of study thats

right for you.
! Diagnosticto show where you have trouble and where you

need help.
! Achievementto show whether youve learned what you set out

to learn.
! Qualificationto make sure you have the skills you need to

advance into a college, a class, or even a job. Simply, tests are a way to understand what you know. Its hard to quantify how much you know, so teachers and organizations use tests to translate your knowledge into numbersgradesthat show what you know. Well, the system isnt fool-proof. Some people do well on tests because they understand the test-taking process well and are able to express themselves well on a test. Other people freeze up when they take a test, or they have problems reading and writing, or they just have problems sitting still through
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a long test, and so they cant tell what they know. The good news is that its possible to overcome these test-taking problems, and its important because tests are necessary. Theyre the only way that institutions like colleges and employers can try to understand how much you know. Its not perfect, and it shouldnt be the only way learners are evaluated. But tests are necessary, and theyre not going anywhere.
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Common Test-Taking Problems

I already know Im going to fail.
f youve had bad experiences in the past, you might know that youll fail a test, that you cant pass. But bad experiences in the
past dont necessarily govern your future. By becoming familiar with the test, practicing, and studying, you can succeed. In fact, you might be surprised at how easily and quickly you can pass even a long, difficult test like the GED. Knowing youre going to fail is a self-fulfilling prophecy. You set yourself up for failure. Try knowing that youll succeed. Your attitude can make a huge difference!
Im so worried about the test that I cant concentrate.
f your mind wanders and begins to worry about the test, try doing some relaxation exercises beforehand. Before you start on
the test, take a deep breath. Focus on one question at a time, trying to lock out any outside influences. Make the task small, instead of big. You can answer one question, the one thats right in front of you. Keep answering one question, and youll be done before you know it. If you find yourself worrying about the test, set down your pencil, take a deep breath, and refocus. The more prepared you are, the less youll worry, so study and take practice tests until youre confident that you can pass. And try taking one of the GED tests at a time, if you can. Taking one test at a time will break the big task into smaller tasks.
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I freeze up. I know the material, but Im too nervous.
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oure aware of the problem. Good. Being a little nervous about a test can be helpful, but being so stressed that you
freeze up doesnt help! Practice taking tests in as realistic a situation as possible, so that you can get comfortable being in a test environment. The more familiar you are with sitting down and taking the test, the easier it will be to forget that this is the big test and think of it as just a test. The more you think its no big deal, the better youll do! Worry and nerves are signs that youre not confident in yourself, so try to boost up your self-confidence.
! Remind yourself how well youve done on practice tests and in

your studying.
! Know that the world isnt going to end, no matter what. ! Know that you have the ability to ace this test.
I always run out of time.
unning out of time is a problem. You need to manage your time when you take a test. Read over the section on How to
Manage Time while Taking a Test, and be sure to practice timed tests before you take the real one. Practice makes perfect, and if you can do it in a practice test, you can do it on the real thing.
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Tests arent fair.
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ometimes tests arent fair, but examine your reasons for thinking that tests arent fair. Have you suffered from badly
worded questions asked by teachers in the past? All the questions on the GED are tested, and the ones that too many people get wrong are dropped from the test. Even if the people who are writing the question think its fair, it doesnt matter. What matters is that a fair amount of test-takers like you can answer it. Its important to take responsibility for your own test score. If you say the test isnt fair, youre shifting the responsibility to someone else. The more you take ownership of your test score, the better youll do, even when there are obstacles in your path. Youll be looking for solutions, instead of letting someone else make you fail. Some people feel tests are unfair because too often, they overthink the answers. The test questions arent trying to trick you, so try to read the questions and answers in the most obvious way. And spend some time honing your test-taking skills. Youll soon find out that you can become a better test-taker.
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I cant sit still for a long test.
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f you cant sit still for a long test, make sure that you take frequent breaks during your test-taking. Take a moment to catch
your breath. Theres usually no need to take all of the GED exams at once, so take them one at a time. Youll perform better because you wont be too tired when you get to the next test. If you feel you have symptoms of ADHD, talk to a doctor, and see if you can get diagnosed so that you can get help. If youve been diagnosed with ADHD, or have another documented disability, your testing center can provide special testing accommodations, such as frequent supervised breaks. Contact your local testing center for more information.
I get distracted during the test.
t can be difficult to clear your head to take a test. Find a place to sit thats going to be least distracting for you, maybe near the wall
so youre not surrounded by other students. One thing to consider is, whats distracting you? Are you watching the other students? Looking out the window? Remove yourself from the problem. But what if youre distracted by worrying about the test? Worrying about how youll do, what questions youll get right, what time it is? Try practicing taking timed practice tests beforehand. It can help get you more comfortable with what youre doing. Also, try narrowing your focus while youre taking the test. Dont try to think about the whole test. Thats a bit overwhelming! Think just about the question youre answering. Again, if you think you have symptoms of ADHD, talk to a doctor.
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I think I know the material, but I cant understand the way its put on the test.
ractice with questions that are as close to the test questions as possible. You can learn to interpret the test questions so
that you can understand them. You might need to learn some testtaking vocabulary so that it makes sense to you, and you might need to learn some strategies for understanding test questions. These are all skills you can improve! You can translate the GED questions into ideas that are more familiar to you and easier to understand. The more familiar you are with the actual GED-type questions youll find on the test, the more successful youll be.
The test questions are too tricky. I think one answers right, but then I second-guess it.
f the test questions seem tricky, youre probably over-thinking the answers. The questions are meant to be straightforward,
so your first instinctive answer is more reliable. Dont look for a hidden meaning in the questions wording. Interpret everything in the most obvious way. People read into the questions because theyre unsure of themselves. But be sure of yourself! You know more than you think!
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The Day before the Test
o, youve done your studying, and youre ready to take the test. Your final preparation for a big test starts the day before the
exam, with a few simple steps.
Stop Studying.
ows not the time to cram for the big exam. You might be tempted to take one last practice test, but stop yourself. Be
confident in what you know. Youve taken your time to study. Its more important to stop studying and take a rest. Let everything youve learned sink into your brain. Studying on the last day before the test is more likely to increase your stress.
Forget about the Test, Do Something Fun.
o something to take your mind off the test tomorrow. Dont spend the day anguishing about it. Go out to a movie, or do
something fun with your kids. You deserve to have a great day after the hard work youve put into preparing. Trust that you know what you need to know. Its the best way to spend the day.
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Get Prepared.
he only thing you should focus on for the GED the day before is getting together everything you need. Use the GED
prep checklist to make sure youre prepared. Put your clothes and everything youll need together, so all you have to do is grab and go. Remember, the requirements will vary based on your state, so check with your local testing center about what you need to bring.
My Notes
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GED Prep Checklist

Test Day and Time: Test Site Location:
Leave plenty of time to get there early:

Time to Arrive: Time to Leave Home:
Items to Bring
You may need these documents on your GED test day. Check with your testing center to confirm which items you need to bring. Admission notice or test registration confirmation Drivers license, passport, or other picture ID Second form of identification Proof of residency Permission/exemption forms Previous test scores Social security number/card Payment Other: Other:
Other items to bring:

Directions to the testing site/parking information No. 2 pencils
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Excellent erasers A small pencil sharpener Scratch paper A watch (with no calculator) Ballpoint pen Reading glasses Water
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Healthy snacks/a lunch (Good snacks include granola bars, cheese, bananas, apples, trail mix, nuts, or carrot sticks. Stay away from junk foods.) Extra money and change Tissues Layers of comfortable clothes to get comfortable in any room A book or magazine to read while youre waiting
Reminder: You Cannot Bring These Items

Be prepared to leave these in the car, or leave them at home. Cell phones Calculators MP3 players/cassette players Electronic organizers Pagers Study notes Rulers/compasses/measuring devices Any kind of computer or electronic device
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Get a Good Nights Sleep
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ell-rested test-takers do better. Dont drink any alcohol the night before. Instead, eat a healthy dinner and get some
exercise during the day. Take a half-hour before bedtime to relax. Read, meditate, clear your thoughts. Envision doing great on the test and being relaxed. Get to bed early, and get a good nights sleep, a full eight hours, the night before the test. Your brain will function better, and youll feel more confident!
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What to Do the Day of the Test
T Y
est-taking day can be nerve-wracking. Youre prepared. Relax. Be confident. And follow a few simple steps to do well.
Eat a Good Breakfast

ou dont want to get hungry while youre taking the test. Eat a good, healthy breakfast that includes protein, carbohydrates,
and fruits or vegetables. Youll have better concentration, more energy, and youll do better. Here are some quick-and-easy breakfast suggestions:
! Have some oatmeal with milk, raisins, and fresh fruit, and a side
of yogurt.
! Make a smoothie by blending up fresh fruits and a few veggies

with some yogurt, and eat it with a bagel and cream cheese.
! Have a low-fat muffin with some yogurt and a banana. ! Make scrambled eggs with tomatoes, onions, and bell peppers,
and serve it with a small bowl of cereal and fruit.
! Make hard-boiled eggs in advance, for a quick breakfast with

toast, cheese or yogurt, and fresh fruit.
! If you dont like breakfast food, try a cheese and tomato or

peanut butter sandwich with a side of fruit.
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Dont Study!
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Y I
our studying is over and done with. Focus on getting to the testing center and taking the test. Anything you might learn
at the last minute will be countered by the amount of stress lastminute studying causes.
Fill Your Spare Time

f your test is in the afternoon, find something relaxing and enjoyable to do to fill your time. Dont cram your day full of
events, but dont leave a lot of spare time to fret. Choose activities that you can easily pick up and leave at any time.
Keep Track of the Time
ont get caught up in something and leave late. Youll want to leave plenty of time and not have to rush out of the
house or on the way to the testing center. Expect to arrive 15 to 20 minutes earlier than the suggested time. If you run into traffic or have problems finding parking, you dont want to arrive late and stressed out. Its much better to have plenty of time to find the right location. If everything goes smoothly, dont spend the extra time worrying about the test! Relax. Read a book or magazine, or do a puzzle.
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Go over Your Checklist
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M P
ake sure you have everything you need and that you know how to get to the test center. Check everything one last time
before you walk out the door.
Think Positively
ositive thinking is the key to doing great on any test. Dont worry about not passing. Instead, wonder just how high your
scores will be. Now is the time to feel confident. Youre going to ace the test. No one has ever seen such high scores. If you feel a negative thought coming, squash it. Negative thoughts have never helped anyone do well on a test. Relax and be confident.
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Starting the Test
ow that youve gotten to the test center and sat down with the test, where do you begin? Take a few minutes to get
comfortable, look over the test, and make a plan before you begin. Planning, instead of jumping right in, is usually the key to success!
Choose Your Position
ake a desk that will give you as little distraction and as much comfort as possible. Try to stay away from the windows,
doors, or aisles where there may be distracting movement. Instead, choose a well-lit desk in a central position, away from other testtakers if possible.
Get Psyched Up for the Test
ont neglect your mood now that youre in the test room, ready to take the test. Give yourself a pep talk before you
begin. This test isnt too difficult, and youre well prepared. Youre going to ace it. Now is your time to succeed. Relax. You belong here. You want to take this test. It isnt a chore that you have to do. Its an opportunity for your future. If the test room is cold, put on an extra layer of clothing that you brought. If its hot, take off that sweater. You want to be comfortable. Settle your pencils and other things you might need during the test on the desk, or in easy reach underneath it. Some testing centers wont allow you to have extra materials on your desk, so stow them underneath. But take out things that you might
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want, and place them where theyll be easily accessible. Have your water at hand to take a drink. If you have any questions, dont be afraid to ask. Finally, relax your muscles. Close your eyes and try relaxing each part of your body in turn, from your face, to your neck, to your shoulders, arms, wrists, fingers, back, stomach, hips, thighs, calves, and toes. Then stretch your limbs and find a comfortable position in your seat. Youre ready to go!
Look Over the Test
ake sure that your name and any other necessary information is filled out correctly. You dont want any errors
in your basic information. Read the directions at the beginning of the test. Make sure you understand how to correctly mark your answers. If you have any questions, or if anything is confusing, ask. Glance over the questions in the test, noting how many questions you have to answer and how many selections youll need to read. At a glance, do you recognize anything that youve been studying? Are there some questions that you know will be more difficult because of the pictures, charts and graphs, or long readings? Looking over any test before you begin can be helpful. Check fronts and backs of pages, and make sure everything is clear to you. This is your time to organize your mind before you begin.
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Make a Plan for Your Test
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ake a plan for answering the test questions. Many types of tests have different sections and different questions with
different values. If youre taking this type of test, try answering the questions that are worth more first. On the GED test, all the questions have equal value. Each question is worth the same amount. A good strategy is to go through the test and answer all the easiest questions first. If a question is difficult for you, mark the question number on scratch paper so that you can go back to it later. Make a note of the answer you think is right, if you have a guess or an idea. But get all the questions you know the answers to out of the way up front. Even on the easier questions, dont rush. Read through the entire question, and make sure you understand it, before you answer or decide to wait until later. On your first pass through the test, dont mark any guesses in the answer sheet. Make sure youre marking the answer sheet in the right place, and mark clearly and neatly. You dont want to get lost and spend precious time figuring out which question you meant to answer. Once youve done a first pass through the test, its time to go back through for a second round. You have the questions you need to answer marked in your notes, so you can move to them quickly. On a second look, you might suddenly realize that you know the answer after all. Or, you might look at your initial guess and realize that its right. (You might even realize that you were making a simple mistake or misreading the question. Good job, you caught it!)
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On each question, decide whether you can figure it out, or whether you need to guess. If you think you can figure it out, give it a shot, but keep track of your time. If a question is just taking too long, use a guessing strategy to guess the right answer and move on. Keep track of the time while you work, so you dont get caught up in one question. The goal is not to get that one, difficult question right. The goal is to get as many right answers as possible. You dont want to run out of time and not be able to answer the questions that you can figure out, if you take a minute or so. Dont worry about what the other test-takers are doing. Focus on the test, and if you start to get tired, take a break. Set down your pencil, stretch your arms and neck, and relax your eyes for a minute. Youll answer best if youre fresh.
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How to Read Test Directions
he test directions are the most important thing on the test. They tell you exactly what to do. Dont neglect reading the
directions on your test, and if you dont understand, ask a question. The good news is, you can know most of the GED test directions in advance. The main directions for each test appear on the back of official GED practice tests. They tell you what is being tested, what kinds of questions youll have to answer, and how long you have to take the test. Theyll also tell you not to skip any questions. Theres no penalty for guessing on the GED exam. The directions tell you not to mark in the test booklet and to mark your answers on the answer sheet. Theyll show you an example of a properly filled-in test answer. The test directions for different subjects will be similar, except for the information about the time, subject of the test, and the types of questions. Here is a sample of the social studies test directions, so you can see what type of information the directions give you. SOcIal StUdIes Test of General Educational Development obscure facts! Directions Know how
Not
The Social Studies Test consists of multiple-choice questions that measure general social studies concepts. The questions are based on short readings that often include a map, graph, chart, cartoon, or figure. Study the information given and then answer the question(s) following it. Refer to the information as often as necessary in answering the questions.
to answer multiple-choice.
Learn to interpret visual information.
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You will have 35 minutes to answer the 25 questions in this booklet. Work carefully, but do not spend too much time on any Guess if you one question. Answer every question. Do not mark in this test booklet. Record your answers on the separate answer sheet provided. Be sure that all requested information is properly recorded on the answer sheet.
don't know!
To record your answers, fill in the numbered circle on the answer sheet that corresponds to the answer you select for each question in the test booklet.
A little over 1 minute per question.

FOR EXAMPLE: The Nile River provided ancient Egyptians with water for farming, papyrus for making paper and boats, fish and birds for food, and transportation by ship. Most Egyptian civilizations were likely built: (1) a days travel from the Nile (2) far away from the Nile (3) along the Nile (4) along other rivers (5) with no discernible pattern The correct answer is along the Nile; therefore, answer space 3 would be marked on the answer sheet.
The answe r sheet will have a bubble for each possible answer, like this: Just completely fill in only one bubble per row.
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Do not rest the point of your pencil on the answer sheet while you are considering your answer. Make no stray or unnecessary marks. If you change an answer, erase your first mark completely. Mark only one answer space for each question; multiple answers will be scored as incorrect. Do not fold or crease your answer sheet. All test materials must be returned to the test administrator. DO NOT BEGIN TAKING THIS TEST UNTIL TOLD TO DO SO.
Your test is read by a machine! Don't confuse it with folds or extra marks. Only mark one answer, and mark it clearly!
Wro n g !
Wr o ng!
Wr o ng!
R i ght!
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Heres a direction that youll see on most GED tests:
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Directions: Choose the one best answer to each question.
It sounds simple. So, what does it mean? It says the one best answer, not the one right answer. Thats the test writers being careful. You might say to yourself, Well, this way might work, under such-and-such circumstances, or, I dont know for absolute sure that this character would act in this way... maybe there would be some strange circumstance making them act another way. Because there are exceptions to (almost) every rule, the test writers want you to choose the one best answer to each question. That means, choose the most clear, straightforward, obvious answer if you interpret the question in the most straightforward way. A couple of other things to note about these directions: They tell you to only choose one answer to each question, and they tell you to answer each question. Thats important information! Even simple directions contain a lot of important information. Also look for directions like this:
Questions 3 through 5 refer to the following information.
Its easy to miss, or just ignore, a little instruction like this, but you need to know what information the question is asking about. This direction lets you know, when you get to questions 4 or 5, that you need to go back and look at the graph, picture, letter, poem (or whatever) to answer the question. Pretty simple, really!
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Taking Notes during the Test
uring the GED, youre not supposed to mark the test booklet, but its important to make notes so you can quickly go back
to questions that youve skipped and also so that you can think through test problems. On the math test, the proctor will give you scratch paper to work out the problems, and the essay test booklet should contain extra paper for planning your essay. On the other tests, check in advance to make sure you can take scratch paper to take notes as you complete the test. Many test centers will provide you with scratch paper for the other tests as well and dont want you to have your own scratch paper, because it may contain notes. If you have scratch paper, as you go through the test, mark down the numbers of the questions that you need to go back to. Mark your initial thought on the correct answer. Dont take a lot of time making notes, but make sure you have the information you need. If you have a question thats making you unsure, note it down. When you come back to the question, youll have a new perspective. You may be able to see what wasnt clear before. If youre not allowed to use scratch paper on tests other than math and writing, youll need to keep track of the questions you havent answered. Be cautious as you mark answers on the answer sheet, so that youre marking the answer to the correct question. Youll know which questions to go back to because theyll be blank on your answer sheet. Do not try to lightly mark the answer sheet and then change it, since this can cause the electronic reader to mess up. When you go back to the questions you skipped, try to jog your memory for your first-guess answer. If youre still unsure, your first guess is often right.
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Managing Time while Taking a Test
he GED is a timed test, and running out of time is definitely something youll want to avoid. Managing your time is
something that you can learn. Youll know in advance how much time you have and how many questions you have to answer. If youre prepared to manage your time, youll get through all the questions and have the advantage of extra time to make use of.
Practice Managing Your Time
ike any skill, time management improves with practice. Be sure to take timed practice tests before you take the GED
exam. Timed practice tests will allow you to improve your time management and make a plan thats right for you.
Have a Plan
s youre working on timed practice tests, start out with a plan. For example, on the science test, decide that youll take
15 minutes for the first run-through to answer the questions you know, and then have 20 minutes left to go back and do the hard ones, with 5 extra minutes at the end. (Remember, most practice tests are half-length, so on test-day youll take twice the time.) If your timing doesnt work out, adjust it. Did it take you 20 minutes to go through the easy questions? 25? Based on your knowledge level and reading level, put together a timing strategy that will work best for you. Have your timing strategy ready before you go in to take the test.
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Watch the Clock
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hile youre working, youll need to keep track of the time. Bring a watch thats easy to read at a glance, and be sure that
it doesnt have a calculator or any extra features that might not be allowed at the test center. Dont use a beeping watch, since it will be distracting to the other test-takers and might not be allowed in the testing center. Practice beforehand with the same watch, so youll be comfortable and familiar with it. Note the times that youll want to switch modes as you move through the test. Some people have a good time sense, and can tell whether 5 minutes or 10 minutes have gone by, and others dont. Practicing timed test-taking will help you better develop this time sense as you work, so you wont be caught unaware without enough time to answer all the questions. Glance at your watch frequently as you move from one question or question group to another. This should be a habit from your practice testing. This way, youll always know how much time you have left, and you can update your strategy as you work. If you have scratch paper, you can write down the time the test ends, and the time you should be done with your first pass through the section, so youll have an easy reference.
Manage Your Time During the Test
f youve read the test directions in advance and completed practice tests, youll know what to expect. It should only take
a couple of minutes to review the test booklet before beginning. Youve saved time by being prepared.
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If youve got a plan for answering the test questions, youll be able to pace your movement through the exam. Youll have a good idea of how much time you can spend on a question before moving on. You wont spend the same amount of time on each question, because not all questions are equally easy or equally difficult. During your first run through the questions, youll spend much less time on each question. If you feel yourself getting stuck in a question and taking too much time, move on. Dont rush through the test questions, but take a reasonable amount of time to read carefully, think, and answer. When you go back for the harder questions, decide if each is a must guess or a think it through. Be sure youve read the question correctly. If its just something you have no idea about, dont spend a lot of time. Figure out your educated guess and move on. If you can think through the answer, do it. If youre getting bogged down, and spending too much time, make your best guess and move on. If theres a reading passage, dont spend a lot of time reading the passage first. Read the questions first, to find out what you need to know. Then, read through the passage, looking for the answers you need. Skim the passage to find the answer if you can. Skimming and scanning long passages can save valuable time during the test. Read as much, or as little, as you need to.
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Take Breaks
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aking a lengthy exam can be grueling. Taking a couple of seconds to stretch your arms or your neck, to look away from
the paper and relax your eyes, or to take a good, long yawn will make you work faster and save you time in the long run. Dont be so caught up in having to keep to your time schedule that you dont allow yourself a few seconds of break.
Use All Your Time
f everything goes according to plan, youll have a few minutes left at the end of the test. Dont let that time go to waste. Read the
section on Checking Your Test after Youve Finished to make use of all the time youve got. Any improvement you can make to your answers gets you closer to your target score.
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Staying Focused and Motivated
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hile youre taking the test, youll need to keep your focus on what youre doing, and keep yourself motivated. This is the
most important time to keep your motivation level high.
Dont Let Difficult Questions Get You Down

here are lots of questions on the GED exam. Some of them are tough. Expect that you wont know the answer to every
question, and sometimes you wont have a clue! That doesnt mean you didnt study enough or that you wont pass the test. Its just the nature of the test. If you let the questions you dont know get you down, youll end up spending too much time on them and feeling like you cant pass. The better strategy is to focus on the questions that you do know the answers to, and thinking through the questions youre not sure about. And be prepared to guess when you dont know.
Dont Let Negative Thoughts Seep In
hile youre taking the test, take a vacation from any negative thoughts: worry about failing, pressure to do well, bad
experiences with tests in the past. Let go of all of that. If you catch yourself thinking a negative thought, put it away. It does you no good. Youve got a concrete task in front of you, to complete this one exam. Take it one question at a time, and keep your attention on the exam. Trust in the preparation that youve already done. Theres time to worry about everything else later!
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Dont Second-Guess
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e confident in your test answers. Most of the time, your first idea is the correct one. Second-guessing your answers or
your interpretation of the question is often the wrong move. Youre over-thinking. The test questions are straightforward, and as long as youre not rushing and are reading the question carefully, you shouldnt have to second-guess. Dont spend your time worrying about the questions that youve already got the right answer to. There are plenty of other questions to spend time on!
Dont Focus on Passing the Test; Focus on Taking the Test
ou shouldnt be thinking too far into the future while youve got a test booklet in front of you. Yes, youre close to the end,
and its easy to start thinking about when youll get your scores, whether youll pass, what youll feel like when... Get rid of those thoughts. Therell be plenty of time after youve taken the test to plan, to wonder, and to sit on the edge of your seat waiting for the test results. Right now, youve got a job to do. Its a thinking job, but its still a job. Dont focus on passing the test. Focus on the test itself. You have to take the test before you can move forward. Theres plenty to wrap your mind around in reading the test questions and making judgments on the right answer. Its a whole job, and it takes your whole mind. So give it your whole attention.
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Dont Focus on Things around You
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he other students and the proctor are doing their thing. You need to do your thing. The test booklet, the answer sheet,
your scratch paper, and your watch should have 100 percent of all your focus. If you find yourself wondering who that cute guy or girl in the next row is, immediately look back at the question youre trying to answer. If youre glancing out the window, glance at your watch instead.
Do Take Frequent Breaks (and Bump Up Your Positive Thinking)
f you really cant focus or feel yourself getting tired, take a break of a couple of seconds. Clear your mind. Sometimes this can
even help you approach the question with a fresh perspective and see the right answer. During your breaks:
! Dont worry or think about anything. ! Focus on physically rejuvenating your body by stretching,
yawning, or relaxing your muscles.
! Take a sip of water. ! Give yourself positive thought-messages: You can pass the test.
Youre prepared. Youve got a strategy.
! Go over your test strategy and your time management briefly,

and make any adjustments based on the time.
! Get back to work quickly. You dont need more than a couple of
seconds for a revitalizing break.
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Do Keep Yourself Hydrated
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ake a sip of water whenever you need one, but dont drink a large quantity so that youll have to go to the bathroom
frequently. A sip of water can wake you up and refresh you, but gulping down a whole bottle of water will mean interrupting your progress or being distracted by your bodily needs.
Do Eat During Your Breaks
hen you have a test break, take the time to have a snack. You wont want to get hungry later, and nows your opportunity.
Dont eat sugary, carbohydrate-laden junk food, like candy or cupcakes. Instead, bring fresh fruit, vegetables, granola bars, nuts, trail mix, and other healthy, fortifying snacks. Good snack foods will help keep you going and stop you from getting hungry during the test.
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Checking Your Test
f youve managed your time well, youll probably have a few minutes left at the end of the test. Make good use of the First, make sure that youve answered all the questions and
extra time. that the answers are clearly and completely marked on your answer sheet. Dont skip any questions. If you find a missing answer, go back and look at the question. If you know the answer right away, great. If youre not sure, use a guessing strategy to give yourself the best odds of getting it right. Usually, you can eliminate at least one or two wrong answers to make your guess more likely. Run quickly through the test to make sure that you havent misread or misinterpreted any questions, and to see if you have a sudden inspiration about a question that you just didnt get before. Dont expect to do a thorough read! This is just a spot check, in case you happen to see something thats wrong. Be wary of changing your answers, though. Dont let a second look become secondguessing. Most of the time, your first answer was the right one. If youre sure youve made a mistake, completely erase the wrong answer and fill in the correct answer choice. Be careful not to leave any marks that might confuse the electronic grader. If youre taking the essay test, read through your essay for spelling and punctuation errors. You can make minor corrections, or even add to your conclusion at the end of the essay if you have a sudden inspiration. When time is up, take a deep sigh of relief. Youre done! Go out and celebrate!
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Thinking Through Test Questions and Answers
Answer
I think now that the great thing is not so much the formulation of an answer for myself, for the theater, or the playbut rather the most accurate possible statement of the problem. Arthur Miller
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Answering Smart
aving a strategy to answer GED questions is essential. Most questions on the GED exam are multiple choice. Youll need
to choose a correct answer based on reading text or looking at pictures, charts, and graphs. That means your reading skills are important. But different reading tasks require different skills. By focusing on developing reading skills to understand questions, passages, and answers, you can score better on the GED exam. Multiple-choice questions give the test taker an inherent advantage: they do not require precise knowledge to get the correct answer, but rather, the ability to choose the most likely answer or alternative from only four or five choices. This means you can answer most multiple-choice questions without actually knowing the exact knowledge required. Dont misunderstand this to mean that you dont need to study and prepare for the GED, or that its an easy test. It is not easy; it is a seven hour exam that only 60% of graduating high school seniors can pass. What the multiple-choice advantage means is that you dont have to spend your time memorizing thousands of facts and details, but can use your time to get basic background knowledge and learn how to apply it to real-life situations.
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How to Read a Test Question
he better you understand what the question is asking the easier it is to answer the question. Read each word in the
question, and pause a moment to absorb the meaning. The GED test creators designed the questions for clarity. They were not designed to test what you do not know, but rather, to demonstrate how you can interact with the material in the test. The questions are intended to make you think carefully and critically. They are for the most part straightforward and easy to grasp. The biggest reason for getting the wrong answer is that the reader did not read carefully or did not follow directions. Essentially, the question is the key to the answer! By following a few simple guidelines, you can read and understand the test questions on the GED more effectively, and be more likely to find the correct answer. Part of learning to read GED test questions is understanding how theyre written, and why theyre written that way.
The GED Test Questions Arent Tricky or Cleverly Worded
he goal of the GED test writers is not to see if you can see through trick questions. The goal is to find out if you can
answer straightforward questions that require certain skills. Thats why the GED test makers try out their questions on GED testtakers before they use them as real questions. Only questions that arent too hard or too easy make it into the test. That should eliminate questions that are worded confusingly or rely on tricks. Thats why GED test questions should be simple to understand.
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The GED does not try to trick you or give you confusing questions. So, read for the most obvious meaning of the question. Your first instinct about what it means is probably the correct one!
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Check for Words Like NOT
here are some key words that can completely change the meaning of a test question. Take a look at this test question:
Which statement is a fact, not an opinion, supported by the chart of Johnson Brothers earnings?
The test writers are actually trying to help you out by putting not an opinion in the question to clarify that theyre looking for a fact as opposed to an opinion. But, if youre not reading carefully, your eyes might skip over some of the words and focus on the word opinion. If youre looking for an opinion in the answer choices, youll choose wrong. So its important to carefully and completely read the test question. The GED test tries to help you out by sometimes putting the word NOT in boldface and all capital letters:
Which of the following is NOT a conclusion based on the above passage?
In this question, the word NOT completely changes the meaning of the question. If your eyes skip over it, youll read is
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a conclusion... and youll be looking for the wrong answer. Its a good reason to read all the answers to the question before choosing one. If you see more than one answer that seems right, go back and read the question again to make sure you read it correctly. Another, similar, word to watch out for is except. Take a look at this question:
All of the following are examples given by the author, except:
The word except shows you that you need to look for the exceptionlook for the answer that is NOT an example given by the author.
Pay Attention to Bold or Underlined Words
he word NOT is sometimes highlighted in GED test questions, and other words can be, too. Take a look at the
following example:
Which is the BEST conclusion based on the sales chart?
The word BEST is emphasized because some of the answers might be conclusions from the sales chart. Youll have to read all the answers and decide which one is the best. Which one has the strongest evidence in the chart?
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Heres another example:
What conclusion could you come to based only on the sales chart?
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This question is similar, but slightly different. The conclusions might be valid, but the question wants the one that uses information only from the sales chart. Watch out for answers that might use information from somewhere else! Notice that these words are included because the test writers want to make sure you understand the question. Take advantage of the help!
Look for Key Words
ey words in a question tell you what youre looking for. These words give you important information about what the
question is asking for. Look for words like:
! comparison, compare: to show how two things are similar or

different
! conclusion: an opinion or idea based on facts ! consider: think about ! decrease, reduce, lessen: to make smaller or have less ! defend: to give evidence for ! describe: to tell about, often restating whats in the reading ! determine, produce: to cause
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! evidence, basis, support: the facts that support a conclusion, or

show its true
! explain, explanation: to give a reason for or tell what something

means
! increase, enlarge, gain: to make bigger or have more ! influence, affect: contribute to or partially cause ! most effective, most acceptable, most appropriate: best ! require: need ! shift: change ! similar: like one another ! suggest, imply, implication: a conclusion based on the reading,
picture, or chart
! summarize: to give the main idea ! valid, accurate: correct
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Know What Types of Questions Youll Run Into
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oull run into similar types of questions, which use different wordings. Look at the following four questions:
Which statement best summarizes the above chart?
Which statement best expresses the main idea of the passage?
What would be the best title for this passage?
Which of the following statements most accurately describes the information in the chart?
Each question asks you to summarize a main idea. One asks for a summary of the information. Another asks about the main idea. The third asks for a title. The fourth asks for a statement that describes the chart. A summary, a main idea, a title, or an overall description of something are all similar. They all give the main ideas or central focus of something. No matter how its worded, youre looking for a main idea. If you expect questions about
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summaries or main ideas, youll know how to recognize them and what theyre asking for. Here are a couple of additional examples of questions worded different ways, but that ask you to use the same thinking skills:
Skill
Telling facts from opinions
Example Questions
Which of the following is a fact, not an opinion, based on the above table? Which of the following is an opinion based on the information in the passage?
Recognizing facts that support a conclusion or recognizing a conclusion based on facts
Which of the following statements is best supported by the above chart? Which of the following is the best conclusion based on the passage? Which of the following facts provides the best evidence for this conclusion? Which of the following represents the most appropriate conclusion one might draw from this table?
The more youre familiar with the kinds of skills the GED questions require, the better youll be able to interpret and answer the GED questions.
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Restate the Question in Your Own Words
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o make sure you understand the question, try restating it to yourself in your own words. What does the question really
mean? Whats it asking for? If you can understand the question, youre well on your way to choosing the correct answer.
My Notes
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Answering Multiple-Choice Questions
nce you understand what the question is asking, its time to choose your answer. Lets take a look at finding the correct
answer first, and then well go over a strategy for guessing if youre not sure what the answer is.
Answer the question in your head before you look at the answers.
he multiple-choice answers can confuse you if you have not formed a sense of what is being asked before you begin to
consider the choices. Sometimes two or three answers will be very close in meaning, and unless you have a good idea of what the answer should be before you look at the choices, you might waste valuable time. Take a few seconds to think about what the answer should be before you start looking at the answers listed in the problem. This may seem like an unnecessary step, but it will save you time in the long run and prevent choosing answers on impulse or having to go back and reread the answers a second or third time.
Look for the answer in the test.
ost of the questions on the GED do not require knowledge outside what is given in the test. The questions require
you to think and consider, and then to choose an answer from the information given to you. They dont expect you to know a lot of facts and outside information. When you start looking for the answer, look in the reading, chart, graph, or picture in the GED test booklet. Thats where youll find the answer. The reason is that the GED is testing your skills for finding, understanding, and drawing
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conclusions based on information, not being able to recall random facts. So, in general, dont look outside the test question for information. Only look at the information the GED test is giving you.
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Eliminate answers you know are wrong.
s you read the answer choices, you will encounter some answers that are obviously wrong. Eliminate those answers.
This will help you narrow the choices, and it will make choosing the correct answer easier. The wrong answers wont be interfering. And, if you have to guess, eliminating the wrong answers will make it much easier. Really think it through! You might find that you can eliminate all but one of the answers as wrong, and know that the last answer is correct. So its possible to find the correct answer without necessarily knowing what it is. After eliminating the wrong answers, you might realize why the remaining answer must be true. Later, we will examine a guessing strategy using elimination to help you maximize your opportunity for selecting the correct answer from your choices.
Go with your first answer.
tatistics from numerous studies have shown that a test takers first choice is usually the correct one. Your brain told you
this was the best answer first, so go with it. Dont go back and change your answer unless you have a very solid reason to do so. Remember, the GED should be a straightforward test. Trust your instincts.
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If you dont know, guess.
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our score on the GED test is based on how many questions you answer correctly. There is no point penalty for a wrong
answer. Eliminate the obviously incorrect answers, and take your best guess from what is left. In most cases you can eliminate two, sometimes three obviously incorrect answers. This leaves a 33% to 50% chance to guess right. Following are some guidelines for improving your guessing percentage.
My Notes
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Guessing Strategies
o compensate for the multiple-choice advantage for the test taker, the GED test writers include answers that are designed
at first glance to give the appearance of being correct. Following are some strategies that you can use to see through these seemingly correct answers and outwit the test writers. As we noted earlier, the most common reason you will miss correct answers on the GED is that you misread either the question itself or text that goes along with the problem, or you simply did not follow directions. So, your first strategy is to read every question and answer very carefully. Give each question and answer your full attention and focus. Read every word and make sure you understand exactly what is written. You will encounter three possibilities when you approach a multiple-choice question:
1.
The first possibility is that you know the correct answer. You read the problem and you can easily pick out the correct answer.
2 . The second possibility is that you definitely do not know the

answer. You dont have a clue.
3. The third, and most common, possibility is that you are

positive one way or the other.
unsure of the answer. You have some idea, but you are not
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The third type of question can hurt your score the most because you will tend to choose the answer that your hunch tells you is correct, or youll over-think the question and begin reading into it. These are the most confusing questions to answer, and so you need a solid strategy for answering them correctly. Youll need to think it through. Another major challenge is deciding if an answer is a #2, where you have no clue, or a #3, where you are unsure but might have a hunch. Hunches can defeat you. The reason hunches are so problematic is that the test writers have written answers that look correct but are not. Your hunch might just be a correct-seeming answer thats causing you problems. These answers appeal to the hunch-takers because they are in the gray area of sounding kind of correct.
Guessing Strategy #1: Kill the Hunch
eres an easy way to test the correctness of your hunches. Ask yourself if you would bet $100 on your hunch. One hundred
dollars is a lot of money to most people. You will probably not put a $100 on an answer that is just a hunch, that you are not pretty sure of. The $100 betting strategy will help you decide if an answer is just a hunch, a guess, or actually based on some knowledge you have about the topic. Your goal is to eliminate the hunches and put the answer into the pure guess category, #2, or the #1 category, where you base your choice on actual knowledge and experience.
Answer Smart
When you discover that your hunch is really just a guess, you put the answer into the second group (#2), the questions you do not know the answer to. Now you can take a guess without the influence of the hunch, and your chances of getting a correct answer are much better. The hunch answer was most likely wrong because the test writers put it in the test to make sure it wasnt too easy to come up with the correct answer through elimination. The test writers want to make sure youre thinking clearly, so the misleading answers are meant to weed out people who are just guessing. (But you dont need to just guess... you can be successful with a good, thoughtful guessing strategy.) By eliminating the foggy hunch answer, you have increased your chance considerably. Now, you can use the law of averages to guess better and show that youre thinking about the answers, even if you dont know them all. Since you do not have a clue which of the answers is correct, you will want to make a purely random choice. Make a rule that you will follow whenever you encounter a pure guess choice, after you eliminate incorrect answers. An example is taking the last of the choices. Follow that rule in every single case. By the law of averages you will get 30% to 50% of these answers correct. When you follow this strategy you will have improved your guessing average by as much as 60%. This translates to an additional ten to fifteen percent correct answers.
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Guessing Strategy #2: Watch Out for Slang
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nswers that use slang are generally incorrect. But use a little caution with this rule because the inverse is not always true.
Answers that are the most scientific and formal sounding often are correct, but not always. The test writers sometimes write answers that have a formal or scientific feel to them that are incorrect. Thats to make the answers sound right when theyre not really correct. The strategy of eliminating slang answers is used to eliminate wrong answers, not necessarily to pick correct ones. Answers that use slang words will be wrong more often than not, so eliminating them increases your chances of choosing the correct answer. You may not find many slang answers on the GED, but if you do, youll know what to do with them.
Guessing Strategy #3: Extremes or Absolutes
atch for words like always, never, none, all, best, worst, or solely. These words indicate absolutes or extremes, and
correct answers rarely are absolutes or extremes. Its not very often that something is always or never true. In science, some physical laws are always or never true. But physical laws often depend on context. The law of gravity is constant, but gravity is different on Earth than on the moon. In general, avoiding always or never statements is a good idea. Just look at the test questions themselves. They say things like which is the most likely... or what is typically... They dont say which one is always... because there arent many alwayses in the world. Answers with extreme or absolute words are usually incorrect. Eliminate them from your choices just on principle, even though they may seem correct.
Answer Smart
Choose answers that use qualifiers like: sometimes, typically, generally, may, can, likely, could, often, or might. These sometimes words show that there are possibilities for exceptions, and the world is full of exceptions! In a guessing situation, choices that use qualifiers will be correct more often than not. They will give you an edge when you do not have a clue.
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Guessing Strategy #4: Opposites
f there are two answers that are opposites of each other, one is likely to be correct. This is just common sense in test writing. It
takes a lot of time to think up opposites; therefore, the test writer is generally not going to take the time to write opposites for two answers that are not true. Opposites are usually included to catch a test-taker whos not reading carefully or thinking it through well. Watch for them. When you find them, then one of the two opposite answers is likely correct. You are now down to a 50/50 choice. If, by narrowing down your possible answers to two choices, you can put the question in the #1 category, and make an informed guess about which one is correct, thats great! But be sure to apply your $100 bet, to make sure youre not just using a hunch. If you dont know which answer is correct, the best strategy at this point is to use your rule of thumb, take the second choice, and move on to the next question. Lets summarize our guessing strategies.
1.
First, use the $100 bet rule to eliminate hunches. Hunches will be incorrect more often than they are correct. If you do not feel like you could bet $100 on your answer, you will be better
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off statistically just taking a guess at it. Your answer should be based on a logical reason instead of a hunch.
2 . Apply a consistent guessing strategy like always choosing the

last of the choices, after eliminating wrong answers. Never deviate from the rule.
3. Eliminate answers that use slang. They will more often be

incorrect than correct.
4. Answers that are absolutes are most often incorrect. You can
eliminate these answers, too.
5 . If a question has answers that are opposites of each other,

your guessing strategy and choose the second answer.
the correct answer is most likely one of the opposites. If you cannot make an informed choice between your opposites, use
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One ? May Help You Answer Another
s youre working through your test, youll have skipped some questions you didnt know the answer to. A good reason
for skipping is that its possible to run across another question that clarifies the answer to the first question. This is more likely to happen on a test in a college class, but it can happen on the GED as well. For example, suppose you skipped the following GED science question:
Oppositely charged objects: 1) Attract
2) Repel 3) May attract or repel 4) Do not react 5) Attract then repel
Now, if you dont know the answer to this question, you might use the guessing strategies and say that attract and repel are opposites, so its probably one of those. But, theres also the word may in answer 3. So maybe youre planning to guess between those three. So, you make a note and move on. Later in the test, you find the following question:
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A positively charged object attracts an uncharged object. The positively charged object attracts the negative ions in the uncharged object, pulling them closest to the positively charged object, and repels the positive ions, pushing them away. Which of the following statements must be true, based on the above information? 1) Ions dont have a charge until they come into contact with a charged object. 2) Negatively charged objects do not attract uncharged objects. 3) An uncharged object is made of positively and negatively charged ions. 4) A positively charged object attracts positive ions. 5) Uncharged objects repel each other.
If you think this one through, the text says that the positively charged object attracts negative ions and repels positive ions in the uncharged object. Even if you dont know what ions are, you know that there are positive and negative ones in the uncharged object. So, answer 3 is correct. But theres more you can get out of this. If a positive charge attracts a negative charge, that means opposite charges attract. That gives you the answer to the previous question. Its one of the oppositesanswer 1.
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Now, when you dont know the answer to a question, theres no guarantee that there will be more questions on the same topic later, but if you see any, pay attention to them. They give you additional information that you can use.
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Practice Questions
ractice your tactics for reading and answering GED questions with the following ten practice questions. Try for the correct
answer first, but if you dont know it, use your guessing strategies.
My Notes
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Directions: Choose the one best answer to each question.
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Science
Questions 1 and 2 refer to the following diagram.
1. Based on the above illustration, most of the electromagnetic spectrum: 1) Is invisible 2) Has short wavelengths 3) Is visible 4) Has wavelengths the size of pinpoints 5) Cannot be measured
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2. Which of the following is most likely the wavelength range of yellow light? 1) 340380 nm 2) 420460 nm 3) 550590 nm 4) 630670 nm 5) 780820 nm
Social Studies
Questions 3 and 4 refer to the following diagram and text.
The principle of supply and demand states that in a free market, the price of items will be determined by the supply of those items and the demand for those items. At higher prices,
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demand goes down while supply goes up. At lower prices, demand goes up while supply goes down. The market price will be at the equilibrium point between supply and demand. 3. Which of the following situations is most likely to increase the price of the hottest new toy during the Christmas season? 1) The supply is low due to unexpected high demand for the toy.
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2) The supply is high due to anticipated high demand for the toy. 3) The demand is low due to anticipated high supply of the toy. 4) The demand is high due to unexpected high supply of the toy. 5) The supply and demand are equal. 4. Which of the following statements best summarizes the principle of supply and demand? 1) The equilibrium point is where supply and demand meet.
2) Supply and demand move in opposite directions. 3) The price and quantity of a product determine its supply. 4) The supply of and demand for a product will determine its price in a free market. 5) At lower prices, demand goes up while supply goes down.
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Reading
Questions 5 and 6 refer to the following poem.
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WHAT SEEMS GOLD TO THE AUTHOR? Nothing Gold Can Stay 1 Natures first green is gold, Her hardest hue to hold. Her early leafs a flower; But only so an hour. 5 Then leaf subsides to leaf. So Eden sank to grief, So dawn goes down to day. Nothing gold can stay.
Robert Frost, Nothing Gold Can Stay, 1923
5. In the second line of the poem, the best synonym for the word hue is: 1) Moment 2) Leaf 3) Feeling 4) Sunrise 5) Color
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6. In lines 2 and 7, which literary technique does the author use? 1) Apostrophe 2) Alliteration 3) Personification 4) Metaphor 5) Onomatopoeia
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Writing
7. When you decide, on a course of action please notify me. Which is the best way to write the underlined portion of this sentence? If the original is the best way, choose option (1). 1) you decide, on a course of action 2) you decide on a course of action 3) you decide, on a course of action, 4) you decide on a course of action, 5) you decide on, a course of action 8. With youre permission, we will finalize the plans for the library tomorrow. Which correction should be made to this sentence? 1) Remove the comma after permission 2) Change youre to your 3) Change library to Library 4) Change will finalize to have finalized 5) No correction is necessary.
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Math
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9. A square patch of lawn has an area of 36 square feet. How much fencing would be required to completely enclose the lawn? 1) 12 feet 2) 24 feet 3) 30 feet 4) 36 feet 5) 72 feet 10. How many possible $9.99 dinner specials can be ordered off the menu below?
You-Choose-It Dinner Specials, $9.99 Choose one appetizer, one main course, and one dessert. Appetizers
Buffalo wings Quesadillas Nachos Cheese fingers Double-up Appetizer for $1.99 More!
Main Courses
Grilled lemon chicken Roasted veggie fajitas Spicy barbecue ribs Steak and salad Half-and-Half Main Courses for $2.49 Extra!
Desserts
Banana split Chocolate cake Apple pie Cherry-cheese pie Double-up Dessert for $1.99 More!
1)
12
2) 16 3) 32 4) 48 5) 64
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STOP! Answer the Practice Questions Before Moving Forward
My Notes
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Practice Question Answers
ets take some time to walk through how to approach these different GED questions. Dont just check whether your
answers were correct. What thought process did you go through to get your answers? What techniques did you use? Even if you didnt get the correct answer, give yourself credit for weeding out incorrect answers and narrowing down your choices. If you got any guesses right, give yourself a pat on the back!
My Notes
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Science Question 1
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1. Based on the above illustration, most of the electromagnetic spectrum: 1) Is invisible
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2) Has short wavelengths 3) Is visible 4) Has wavelengths the size of pinpoints 5) Cannot be measured
hen reading this question, its important to pay attention to the keyword most. You want to know what quality applies
to the largest part of the electromagnetic spectrum in the picture. Notice that the answer is contained in the picture. The test gives you all the information you need. You might be able to answer this question by thinking it through. Looking at the chart, it shows that a small amount
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of the electromagnetic spectrum is visible. So, most of the electromagnetic spectrum is invisible. The answer is 1. But if you werent sure, you can use guessing strategies to narrow it down. First, you might eliminate answer 5, cannot be measured, because its an absolute (canNOT). But you can do better than that. The answers contain two opposites, is invisible and is visible. If you narrow it down to those two, youve got a 50/50 chance of being right. Narrowing it down to is invisible and is visible also may make it easier to pick out the correct answer. You can look at the graph and ask, Is more of the electromagnetic spectrum visible or invisible? Youll likely be able to see that most of it is not visible.
Science Question 2
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2. Which of the following is most likely the wavelength range of yellow light? 1) 340380 nm 2) 420460 nm 3) 550590 nm 4) 630670 nm 5) 780820 nm
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his question asks you to look for yellow light in the diagram, but theres no specific wavelength measurements labeled
yellow light. That makes it a bit harder. So, youll have to think it through. See if you can eliminate some wrong answers. Yellow light is visible, since we see the color yellow. So, you can eliminate anything outside of the range of visible. That means, anything thats not between 400 nm and 700 nm is incorrect. So, you can eliminate answers 1 and 5. If you did that, youve increased your chances of picking the correct answer to 33%, a big increase. Now, you could think this through even more. The left side (400 nm) of visible wavelengths is labeled violet. The right side (700 nm) is labeled red. Yellow isnt at the far right or the far left. Its somewhere in the middle. The colors go: violet, blue, green, yellow, orange, red. So yellow is in the center, but a little closer to red. That should eliminate answer 2. Answer 2 is very close to violet, and there needs to be blue and green before you get to yellow. Now, theres two more answers, a 50/50 chance. Logically, answer 3 is more in the center, so you might realize its correct. But even if youve narrowed it down this far, youve greatly increased
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your chances of guessing correctly! Even if you didnt get your guess right, on a long test, the odds will be with you and will get you a better score.
Social Studies Question 3
The principle of supply and demand states that in a free market, the price of items will be determined by the supply of those items and the demand for those items. At higher prices, demand goes down while supply goes up. At lower prices, demand goes up while supply goes down. The market price will be at the equilibrium point between supply and demand.
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3. Which of the following situations is most likely to increase the price of the hottest new toy during the Christmas season? Co 1)
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The supply is low due to unexpected high demand for the toy.
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2) The supply is high due to anticipated high demand for the toy. 3) The demand is low due to anticipated high supply of the toy. 4) The demand is high due to unexpected high supply of the toy. 5) The supply and demand are equal.
his question contains the keyword increase. It asks you which situation will make the price of the toy higher. If you
understand the terms supply, how much of something there is, and demand, how many people want it, your common-sense and experience will help you answer this question. So dont read too much into it, or over-think the question! What causes the price of a toy to go up? The first answer says that the supply is low (there are few toys), and the demand is high (lots of people want them). When lots of people want a few toys, the price will go up. If you find that you need to guess, though, youre faced with an odd situation. There isnt just one set of opposites here. There are two! Answers 1, 2, 3, and 4 are all variations of each other, substituting high and low, supply and demand. You can probably eliminate answer 5, and that brings your chances of being right up from 20% to 25%...a significant gain.
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Could you eliminate any other answers? You might eliminate answer 3 because low demand is unlikely to cause high prices. (If people dont want something, why would they pay a lot for it?) That would give you a 33% shot at the answer. Now, if you look at the answers carefully, youll see that answers 2 and 4 both say theres high supply AND high demand. The reason is different, but the conditions are the same. When two answers are so similar, its unlikely that either of them is right! That could help you narrow it down to answer 1so you could arrive at the correct answer in more than one way.
Social Studies Question 4
The principle of supply and demand states that in a free market, the price of items will be determined by the supply of
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those items and the demand for those items. At higher prices, demand goes down while supply goes up. At lower prices, demand goes up while supply goes down. The market price will be at the equilibrium point between supply and demand. 4. Which of the following statements best summarizes the principle of supply and demand? 1) The equilibrium point is where supply and demand meet.
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2) Supply and demand move in opposite directions. 3) The price and quantity of a product determine its Corr supply. 5) At lower prices, demand goes up while supply goes down.
4) The supply of and demand for a product will determine its price in a free market.
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his question asks for a summary. That is, whats the main idea of supply and demand? Be aware when you answer
summary or main idea questions. Watch for answers that just give details. They may say something correct, but they wont be the right answers. Answer 1 is exactly that kind of answer. It gives a definition of the equilibrium point, but that doesnt really give the main idea of the principle of supply and demand. Its true, but it doesnt sum up the whole idea. You might be able to eliminate this answer with a little thought. Answer 2 is also true, but it also doesnt tell you what the main idea is of the principle of supply and demand. This one might be easier to eliminate, because it doesnt really give an important point.
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You might eliminate answer 3 even easier, because the price and quantity of a product dont determine its supply. It doesnt say that anywhere in the text. Instead, the supply helps determine the price. Now youve got two answers left. You could eliminate answer 5 because it only talks about lower prices. The principle of supply and demand talks about what happens to prices in general, not just about lower prices. If you eliminated any of the incorrect answers, then you increased your odds of getting the right answer. Answer 4 is the best answer because it gives the main idea of what supply and demand is about: that supply and demand determine the price of items. Remember, in this type of question, youre looking for the broadest answer that gives the best overall idea of the topic.
Reading Question 5
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5. In the second line of the poem, the best synonym for the word hue is: 1) Moment 2) Leaf 3) Feeling 4) Sunrise 5) Color
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eres a question that might be hard if you dont know the answer right away. If you know what hue means, youll
immediately see that 5 is the correct answer. But you might not know! This is a common type of question on the reading test, a word definition question. One good strategy for eliminating wrong answers is putting them in the sentence. Natures first green is gold, her hardest moment to hold. That sounds like it might be right, so skip that one for now. Natures first green is gold, her hardest leaf to hold. Well, the word green does apply to a leaf. Its hard to eliminate that one, either. Natures first green is gold, her hardest feeling to hold. The thing thats being held refers to whats green and gold. So, feeling doesnt make a lot of sense. You can probably eliminate answer 3. Natures first green is gold, her hardest sunrise to hold. Well, gold might apply to a sunrise, but green likely wouldnt. And the sentence doesnt really sound right. Later on, the poem talks about dawn, but it doesnt really seem to apply very well here. You can probably eliminate answer 4. If youve eliminated two answers, youve got your chances up to 33%, pretty good odds.
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Natures first green is gold, her hardest color to hold. Thats the last answer. Its the most dead-on because hue is talking about whats green and gold. Obviously, those are colors. And going with whats most obvious is usually best! So, you might go with this answer after thinking it through, even if you dont know the word hue. But even if you didnt, you should be able to eliminate a couple of wrong answers!
Reading Question 6
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6. In lines 2 and 7, which literary technique does the author use? 1) Apostrophe 2) Alliteration 3) Personification 4) Metaphor 5) Onomatopoeia
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his question is actually more difficult than most GED reading questions, because it requires that you know some literature
terms. The GED doesnt test you on literary terms, but you might still find yourself up against some vocabulary words you dont know. If you know the answer, thats great. If not, you still might be able to eliminate some answers before guessing. You might be tempted to eliminate apostrophe because its a kind of punctuation. But the word apostrophe also has a different meaning as a literary term. If you eliminated it, thats okay. Youve got to go with what you know. But remember, the GED test writers try to make their answers sound right. You might assume that apostrophe is a kind of literary technique you dont know. Actually, apostrophe means talking to some idea, force, or character directly. An example would be if the poem said, Oh, Nature, you cannot hold the color gold! Thats talking directly to Nature. Check for terms that you know. Youre most likely to know personification and metaphor. If you know that metaphor means calling something some other thing (like saying, Her early leaf s a flower, which calls the leaf a flower), then youll see that there isnt a metaphor in lines 2 or 7. You can eliminate answer 4.
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You might be thrown by personification, though. Personification means treating something thats not a person (like nature) as a person. Line 2 calls nature her, which is a type of personification. It treats nature as a woman. But, theres no personification in line 7. And if an answer is only partially true, then its false! So, you can eliminate answer 3. You might not know what answer 5 means. Onomatopoeia is a word that is patterned after a sound. A good example is woof, which sounds like the noise a dog makes, or cock-a-doodle-do, which is supposed to mimic the sound of a rooster. So, answer 5 is incorrect, but you might not be able to eliminate it. The correct answer is 2, alliteration. Alliteration means having words that start with the same letter. In line 2, the words hardest, hue, and hold all start with the same letter. In line 7, the words dawn, down, and day all start with the same letter. If you didnt know the term alliteration, this might be a really hard one to get right. But if you eliminated any wrong answers, you did a good job!
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Writing Question 7
7. When you decide, on a course of action please notify me. Which is the best way to write the underlined portion of this sentence? If the original is the best way, choose option (1). 1) you decide, on a course of action 2) you decide on a course of action 3) you decide, on a course of action, 4) you decide on a course of action, 5) you decide on, a course of action
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he writing questions can sometimes make it hard to eliminate wrong answers. You wont come across many opposites or
absolutes to give you clues. This question asks you to decide on the best way to write part of a sentence. All of the choices have to do with commas. So, can you eliminate any wrong answers? When youre doing a question about commas, try reading through the sentence with a pause where the comma is:
When you decide [pause] on a course of action please notify me.
You might be able to eliminate the original sentence (answer 1) because it sounds wrong.
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And if the comma sounds wrong after decide, you can eliminate answer 3, too. Adding an extra pause doesnt make it sound right:
When you decide [pause] on a course of action [pause] please notify me.
Now, youre down to three choices. Answer 2 doesnt have a comma at all:
When you decide on a course of action please notify me.
It might be difficult to eliminate that one, so keep it in mind. Answer 4 has one comma after action:
When you decide on a course of action [pause] please notify me.
That should sound okay, too. The last answer has a comma after on.
When you decide on [pause] a course of action please notify me.
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That one probably sounds wrong, and you can eliminate it. That brings you down to a 50/50 chance, which is great odds. If you know the rule to put a comma after a dependent clause (clauses starting with words like when, since, or because) at the beginning of a sentence, youll know that answer 4 is correct. But if not, youve done well to eliminate some incorrect answers and improve your chances of getting it right.
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Writing Question 8
8. With youre permission, we will finalize the plans for the library tomorrow. Which correction should be made to this sentence? 1) Remove the comma after permission 2) Change youre to your 3) Change library to Library 4) Change will finalize to have finalized 5) No correction is necessary.
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eres another writing question. This one isnt only about commas, though. It has a lot of choices. The problem might
be a comma, or the commonly misspelled word youre, or capitalization, or a verb, or no correction at all. All of them are common types of mistakes. Can you eliminate any incorrect answers? You likely can eliminate one or maybe two of them. It depends on what kind of punctuation, spelling, and grammar knowledge you have. You can try reading the sentence with and without a pause after permission to see if you can eliminate answer1:
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With youre permission [pause] we will finalize the plans for the library tomorrow.
With youre permission we will finalize the plans for the library tomorrow.
If both sound okay, leave them in. The pause might sound a little more natural than without the pause, so you may be able to eliminate this answer. Removing the comma is not the best answer. Answer 2 is the right answer, but you might not know it. Youre and your are commonly confused. You can tell if youre is right by substituting you are into the sentence:
With you are permission, we will finalize the plans for the library tomorrow.
Clearly, you are is wrong. That means youre is misspelled, and answer 2 is correct. But, if you dont know it, youll have to move on and check out the other answers. Answer 3 changes library to Library. The only way to eliminate this wrong answer is if you know that the word library by itself should not be capitalized. Its only capitalized if its part of a name, like the Benjamin Franklin Memorial Library or Library of Congress. If you know the rule, you can eliminate this answer.
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Answer 4 changes will finalize to have finalized. You can probably eliminate this answer by reading aloud to yourself what the change would sound like:
With youre permission, we have finalized the plans for the library tomorrow.
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Have finalized is in the past, and tomorrow is in the future. It sounds wrong because the times are mixed up. So this answer can be eliminated. The no corrections are necessary is a hard answer to eliminate, unless you can spot the right answer. But hopefully, you should be able to narrow down your choices at least by one!
Math Question 9
9. A square patch of lawn has an area of 36 square feet. How much fencing would be required to completely enclose the lawn? 1) 12 feet 2) 24 feet 3) 30 feet 4) 36 feet 5) 72 feet
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his question requires you to read it carefully and picture in your mind what its really asking. Its an easy one to
misunderstand! You might have a hunch that the answer is 36 feet, since the number 36 is the only one in the question. Or, you
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might have a hunch about 72 feet, which is 2 times 36. Well, throw your hunches away on this one! To think it through, on math problems, drawing a picture on your scrap paper can definitely help.
The square is 36 square feet in area (that means, the inside of the square). And youre looking to enclose it with a fence. That means the number you want is around the outside of the square. Now, youve gotten this far. Can you eliminate any of the answers? Yes, you can probably eliminate 36, because the perimeter (around the outside) is probably not the same as the area. You can probably eliminate 72, too, because it seems too high. And, you might eliminate 12 as too low, based on the 36 square foot area. That leaves 24 and 30 feet. The trick to solving this is to find out how long a side of the square should be. So, if the area is 36, how long is a side of the square? Area of a square is one side times another side. Since both sides are the same its side2. So what number, times itself, is 36? In other words, whats the square root of 36? The answer is 6. And the amount of fence would be 6 + 6 + 6 + 6, or 24. Heres another way you might think it through. The square has four equal sides. So, whatever the amount of fence is, it has to be evenly divisible by 4. Its got to be in 4 equal pieces. If youve
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narrowed the answer down to 24 and 30, you can eliminate 30. Each side would have to be 7.5 feet, and the area would be 7.57.5, which is more than 36. If the answer is 24, then each side is 6 feet, and the area would be 66, or 36, which is correct. Even if you cant eliminate the largest and smallest numbers by estimating, you can eliminate them using this process.
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Math Question 10
10. How many possible $9.99 dinner specials can be ordered off the menu below?
You-Choose-It Dinner Specials, $9.99 Choose one appetizer, one main course, and one dessert. Appetizers
Buffalo wings Quesadillas Nachos Cheese fingers Double-up Appetizer for $1.99 More!
Main Courses
Grilled lemon chicken Roasted veggie fajitas Spicy barbecue ribs Steak and salad Half-and-Half Main Courses for $2.49 Extra!
Desserts
Banana split Chocolate cake Apple pie Cherry-cheese pie Double-up Dessert for $1.99 More!
1)
12
2) 16 3) 32 4) 48 5) 64
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his question has some extra information, the prices for extras to the dinner special. If you recognize that you can ignore
those extra prices, youre ahead of the game. The question asks, how many $9.99 (no add-ons!) dinner specials can you order? It might be tempting to eliminate the highest and lowest number on principle, but unless you have something to estimate from (like the area in the previous question), dont be tempted. Thats a hunch! There are three columns to choose from and four choices in each column. A random guess is better than going with a hunch like 43 (12). Think it through... are there more than 12 choices? Well, you can make 16 different dinners with just Buffalo wings, without using the other appetizers. If you spend a little time going through counting dinner choices, youll realize there are a lot more than 12. You might be able to eliminate 16, too, by counting. But you would spend too much time if you tried to count them all. If you realize that 64 is 444, you might recognize its the right answer, because it makes sense to multiply all three columns together to get an answer. If not, youll have to guess! But if you were able to eliminate any of the answers by thinking it through, youre increasing your chance for a high score.
Chapter 7
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A Guide to Reading for the GED
Read
Reading is to the mind, what exercise is to the body. Joseph Addison
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How to Get to Be a Better Reader
eading is important for the GED, and not only for the reading test. Youll need to read carefully on all parts of the GED. So,
how do you get to be a better reader? The best way to improve your reading is to start reading every day. Dont struggle reading something difficult or boring. Spend some time every day reading something you enjoy. Spend some time with a murder mystery, romance, basketball or boxing book, daily newspaper, spy novel, car magazine, self-help bookanything that you likeevery day. Take an hour for reading instead of watching TV, and youll soon improve your reading skills a lot. But you can also learn to read better, not just read more. Ask questions when you read. Use the study techniques in Learn Smart. Become an active reader by participating in your reading.
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The GED Reading Test
hat is the GED reading test like? Youll have 40 multiple choice questions to answer in 65 minutes. That means,
on average youll have about 1 minutes per question. But, what youll find is 6 to 9 long readings, with 4 to 8 questions about each. Because youve got a pretty big reading to deal with, its better to think of your time in chunks per reading than per question. Most likely, youll find 8 readings on the GED reading test. That means, youll have just over 8 minutes for each reading. A good goal is to finish each one in 6 minutes. With a good plan, youll have no problem. The reading test covers 75% literary texts and 25% nonfiction texts, which means youll probably have about 2 nonfiction readings, and 6 fiction readings. The fiction readings will include poetry, drama, prose fiction before 1920, prose fiction between 1920 and 1960, and prose fiction after 1960. The nonfiction readings will include two of the following three categories: nonfiction prose, critical reviews, or workplace and community documents. At the top of the selection, youll find a question. This isnt a test question; its just a way for you to focus on the reading and put it in a context. It gives you a hint of what the reading is about and a way to start thinking about what youre going to read. The readings are 200 to 400 words long, and poetry is 8 to 25 lines long. The questions on the test fall into four categories.
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! About 8 questions (20%) will be comprehension questions. These

questions want to know if you understood what you read. Youll use skills like restating, summarizing, and inferring.
! About 6 questions (15%) will be application questions. These

a new situation.
questions want to know if you can apply what you read about to
! About 13 questions (3035%) will be analysis questions. These

and techniques, and recognize cause and effect.
questions want to know if you can make conclusions and relate conclusions to supporting statements, understand literary style
! About 13 questions (3035%) will be synthesis questions. These

questions want to know if you can link together different pieces of information. Youll need to see patterns in what you read, understand tone and point of view, compare and contrast, and relate what you read to other information the test will give you.
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Different Types of Readings
ts important to realize that different types of reading involve different skills. Youll have a few different types of readings
to deal with. Most of them will be fictional, and a few will be nonfiction. All the readings in the GED reading test will have a thinking question at the top. The thinking question gives you a context for the reading, and helps you focus on what its about. Its not one of the questions youll need to answer for the test. The readings will also have line numbers on every fifth line, which help you find specific places in the reading. Sometimes the question will tell you to look at a specific line or lines.
Workplace and Community Documents
orkplace and community documents might be the easiest to understand because theyre the type of documents
everyone has to deal with in everyday life. Youll find memos, letters, manuals, forms, and other everyday types of written communication. If you work in an office, just think of how much written material is part of your work. You have an employee manual, documentation about how to do your job or run machines, emails and letters, memos and forms, and all kinds of other written materials. Youre likely to find at least one document like that on the test. These should be straightforward, easy-to-read documents. Heres an example:
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WHAT SHOULD YOU DO IN AN EMERGENCY AT WORK?
Title
Emergency Policies gi v e s c o nte xt . . .
T hi nki n g q u e sti o n wh at ' s it ab o ut?
A. Emergency Warning Notifications If an emergency or disaster in the community occurs, you may receive a warning from radio or television, government organizations (5) such as NOAA, Internet web sites, the local or state police, or even friends or family members. In case of an emergency in the building, you may be warned by the smoke detectors, sprinkler system, an emergency siren, building security, or building management. In case of a suspected emergency, monitor several sources of information to (10) gather as much relevant information as possible. If you receive notification of a possible disaster or emergency situation, immediately notify your superior. If the situation requires urgent action, such as a fire, sound alarms and notify employees as quickly, calmly, and succinctly as possible. As necessary, take action to avoid further damage without risking harm to yourself or others.
(15)
B. Sprinkler System, Smoke Detector, and Fire Alarm In the event of a fire, the activation of the sprinkler system and/or smoke detector due to smoke and/or heat will automatically activate the fire alarm. The building management, company management, (20) and fire department will all be notified by the alarm company. Pull-type manual alarms are located on every floor, as are fire extinguishers and fire evacuation plans. Do not use elevators in the event of a fire. C. Emergency Sirens The building is equipped with emergency sirens that sound in the (25) case of severe weather alerts and other situations that may require emergency action. Please use television, radio, or Internet to gather information if the siren sounds. D. Emergency Aid First aid kits and emergency water and food are stored on each floor of the building.
S ubtit le s
Li n e nu mber s h elp you fi n d thi n gs .
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This is a pretty typical workplace document, explaining information about emergencies and disasters. You might have similar documents at your work. If you can relate what youre reading to something youre familiar with, it will be easier to read and understand. Have you ever had your home smoke detector go off? Were you ever in an earthquake or tornado? And where did you get your information then? Workplace documents can often be related to your real life. Its important to see that the document is organized. Its broken up into sections, with subtitles, and that will help you find information to answer questions quicker. Sometimes reading less is better. Instead of getting bogged down in trying to read through the whole document, skim the document quickly to get an idea what its about and then read the first question. Itll tell you which section of the document to take a closer look at.
Nonfiction Articles
onfiction articles on the GED can be reviews of art, drama, or film, or they can be any kind of nonfiction. Reviews are
a little different because they talk about drama or art, but any nonfiction article will talk about something. Like with workplace documents, if youre at familiar with what the article is talking about, youll be able to understand it better. See if you can relate the article to something in your life. Heres an example of a nonfiction article you might read on the GED:
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Tit l e
WHY DOES THE REVIEWER DISLIKE THE PLAY?
Mayberry Inn Dinner Theater Presents The Mousetrap
T hi nki n g q u e sti o n
One of the most revered murder mysteries in theater, by the renowned mystery writer Agatha Christie, The Mousetrap is a story of a young couple starting off on their new life as hotel owners. They are snowed in (5) with four guests and a mysterious stranger, who has crashed his car in the snow. A detective arrives to warn the party of a potential murderer, and soon one of the guests is killed. The plot, a crucible that effectively traps together strangers in a circumstance of murder and suspicion, is above suspicion. (10) What is highly suspect is the performance of Mark Karline as Giles Ralston, whose overdone acting was unbelievable. Jess Morgan performed as a lukewarm Mollie, and the chemistry between the two was non-existent. Major Metcalf is played by Storm Rocklander, who seems to distinctly enjoy making strange faces at the audience that ruin (15) the effect of a play. Detective Sergeant Trotter, played by Karl Freiheim, gave a solid performance but struggled against the rest of the cast, outstanding only in its mediocrity. Director Amy Welsch could not pull together her cast to give this drama the performances it deserved. What should have been an enjoyable evening with a classic dinner (20) mystery, the perfect complement to a candlelight meal, turned into a drawn-out, excruciating experience that I recommend avoiding.
Li n e nu mber s h elp you fi n d thi n gs .
The article talks about a play. You dont need to be familiar with the play; youll be able to answer all of the questions based on whats in the article. Outside knowledge can help you understand what youre reading, but its important to realize that you dont need to use your outside knowledge to answer the questions. Look for the answers only in the text.
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Notice that even though it doesnt have subheads, the article is broken up into different paragraphs that talk about different things. Paying attention to the paragraph structure will help you find what you need to know. The first paragraph tells about the plot of the play, what its called, and who wrote it. The second paragraph tells about the performance of the play: the actors and director. The third paragraph is a conclusion of the writers opinion of the play. In a review like this, it helps to be aware of the distinction between opinions and facts. The facts include the plot of the play, who played what role, and where the play is performed. Opinions include what the writer thought of the performances, of the plot, and of the play as a whole. Overall, nonfiction should be fairly easy to read and follow. Recognize that a writer is telling you something. Just as if he or she were talking to you in person, the writer is giving you an opinion, what he or she thinks. The writer has a specific attitude and viewpoint.
Literature
iterature selections can sometimes be more difficult to read than nonfiction. The GED test will include a literature selection
from before 1920, one from between 1920 and 1960, and one from after 1960. So, at least one literature selection will be older, and might use older language thats more difficult to follow. Heres an example of a literature selection from before 1920:
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Thi nki ng qu estio n
WHY IS HESTER LOVED BY THE COMMUNITY?
[The setting is Boston, Massachusetts in the mid 1600s. Hester is an unwed mother, whose daughter is Pearl.] Intro du cti o n (5) It was perceived, too, that, while Hester never put forward even the humblest title to share in the worlds privileges,farther than to breathe the common air, and earn daily bread for little Pearl and herself by the faithful labor of her hands,she was quick to acknowledge her sisterhood with the race of man, whenever benefits were to be conferred. None so ready as she to give of her little substance to every demand of poverty; even though the bitter-hearted pauper threw back a gibe in requital of the food brought regularly to his door, or the garments wrought for him by the fingers that could have embroidered a monarchs robe. None so self-devoted as Hester, when pestilence stalked through the town. In all seasons of calamity, indeed, whether general or of individuals, the outcast of society at once found her place. She came, not as a guest, but as a rightful inmate, into the household that was darkened by trouble; as if its gloomy twilight were a medium in which she was entitled to hold intercourse with her fellow-creatures. There glimmered the embroidered letter, with comfort in its unearthly ray. Elsewhere the token of sin, it was the taper of the sick-chamber. It had even thrown its gleam, in the sufferers hard extremity, across the verge of time. It had shown him where to set his foot, while the light of earth was fast becoming dim, and ere the light of futurity could reach him. In such emergencies, Hesters nature showed itself warm and rich; a well-spring of human tenderness, unfailing to every real demand, and inexhaustible by the largest. Her breast, with its badge of shame, was but the softer pillow for the head that needed one. She was self-ordained a Sister of Mercy; or, we may rather say, the worlds heavy hand had so ordained her, when neither the world nor she looked forward to this result. The letter was the symbol of her calling. Such helpfulness was found in her,so much power to do, and power to sympathize,that many people refused to interpret the scarlet A by its original signification. They said that it meant Abel; so strong was Hester Prynne, with a womans strength.
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Li n e nu mb e r s
From Chapter XIII, Another View of Hester of The Scarlet Letter by Nathaniel Hawthorne, 1850.
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Notice that not every selection will have a title. This reading starts with a short introduction, to tell you whats happening, since its from a longer work. The information at the bottom tells you what book its from. The difficulty with reading a passage like this might be the vocabulary, as well as pretty long sentence structure. The good news is that you dont have to understand every word to get meaning out of it. You can get a general idea of what the passage means based on the words that you do know. Focusing on the questions that you need to answer instead of trying to struggle through a long and difficult passage will help you do better on the GED. You dont need to understand everything, just enough to answer the questions. That means, you can make your job easier by letting the questions direct your attention. Even if you have no problem understanding this passage, using the questions as a guide will help you answer better and faster, so you can spend more time on questions that are more difficult and less time on parts of the reading that arent necessary.
Drama
he drama selection is from a play. Dramas have their own structure, because theyre really meant to be performed,
not read. That makes reading a drama a little bit difficult, on one hand. On the other hand, if youre familiar with reading drama, its actually easier. People are talking to each other, and the story is shown to you instead of told to you. If you can hear it in your head, its not too different from a TV show you might watch every day. Heres an example of an excerpt from a drama.
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Thi nki ng qu estio n C ha racte r ... w ho 's talking
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Stage di re cti o n . . . wh at ' s h app eni n g
WHO IS ABOUT TO ARRIVE?
A room which is still called the nursery. ... DUNYASHA comes in with a candle, Di a lo gu e . . . and LOPAKHIN with a book in his hand. LOPAKHIN: The trains arrived, thank God. Whats the time? DUNYASHA: It will soon be two. [Blows out candle] It is light already.
wh at th ey s ay
(5) LOPAKHIN: How much was the train late? Two hours at least. [Yawns and stretches himself] I have made a rotten mess of it! I came here on purpose to meet them at the station, and then overslept myself . . . in my chair. Its a pity. I wish youd wakened me. (10) DUNYASHA: I thought youd gone away. [Listening] I think I hear them coming.
LOPAKHIN: [Listens] No. . . . Theyve got to collect their luggage and so on. . . . [Pause] Lubov Andreyevna has been living abroad for five years; I dont know what shell be like now. . . . Shes a good sortan easy, simple person. I remember when I was a boy of fifteen, my father, who (15) is deadhe used to keep a shop in the village herehit me on the face with his fist, and my nose bled. . . . We had gone into the yard together for something or other, and he was a little drunk. Lubov Andreyevna, as I remember her now, was still young, and very thin, and she took me to the washstand here in this very room, the nursery. She said, Dont (20) cry, little man, itll be all right in time for your wedding. [Pause] Little man. . . . My father was a peasant, its true, but here I am in a white waistcoat and yellow shoes . . . a pearl out of an oyster. Im rich now, with lots of money, but just think about it and examine me, and youll find Im still a peasant down to the marrow of my bones. [Turns over the (25) pages of his book] Here Ive been reading this book, but I understood nothing. I read and fell asleep. [Pause.] DUNYASHA: The dogs didnt sleep all night; they know that theyre coming. LOPAKHIN: Whats up with you, Dunyasha . . . ? DUNYASHA: My hands are shaking. I shall faint. (30) LOPAKHIN: Youre too sensitive, Dunyasha. You dress just like a lady, and you do your hair like one too. You oughtnt. You should know your place.
Li n e nu mber s
From Act One of The Cherry Orchard by Anton Chekov (1904)
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Dramas are divided into acts and scenes. This excerpt is from Act One, so its from the beginning of the play. The characters names, Dunyasha and Lopakhin, show you who is talking. Most of the text is dialogue, and it helps to try to hear how the character might speak in your head. Try to picture whats going on. Dramas also contain stage direction. The directions at the beginning of the scene tell you where the scene is located, or set, and what the characters are doing. During the dialogue, the writer gives more information about what the actors should do, like when to pause and when to turn pages in a book. The author uses the characters actions to show the characters feelings and personalities. Youll need to try to interpret what the characters say and do, to understand what the characters are like, just like you try to get to know what people you meet are like by how they act, and what they say and do.
Poetry
oull likely run across one poem in the GED test. Poetry can seem hard to understand, and knowing a little bit about what
to look for can help. Poems rely on their structure and choice of words to get their point across and to give you a picture. So, in a poem, youll need to pay more careful attention to specific words and phrases. Heres an example of a poem you might find on the GED.
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T hi nki n g q u e sti o n
Tit l e
WHO IS THE SPEAKER TALKING TO?
Im Nobody! Who are you?

Im Nobody! Who are you? Are you Nobody Too? Then theres a pair of us! Dont tell! theyd advertise you know!
Stan z a
Li n e Im Nobody! Who are you? by Emily Dickinson, 1924. n u mber s S o u rce

The poem is divided into sections called stanzas, and the stanzas are divided into lines. Just like on other GED readings, the lines of the poem will be numbered, and the questions will sometimes ask you to look at specific numbered lines. Look at the ways the writer uses specific elements of language. In this poem, the writer capitalizes some words that wouldnt usually be capitalized, like Frog, Somebody, Nobody, and Too. That makes those words stand out. The writer also uses a lot of dashes and exclamation points! Whats the writer trying to do? Two important elements of poetry are rhythm, or meter, and rhyme. The poem has an irregular rhyme scheme. You and too rhyme, and frog and bog rhyme, but the pattern of rhyme is different in each stanza. The rhythm is also irregular in the poem. The first stanza has a slightly longer line, then two shorter lines, then one longer line. The second stanza has alternating longer and
(5) How dreary to be Somebody! How public like a Frog To tell ones name the livelong June To an admiring Bog!
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shorter lines. Even the longer lines are pretty shortseven or eight syllables. You dont need to go through a poem looking at the rhythm, rhyme, and language when you first read it on the GED. But it helps to be familiar with poems. Youll need to be able to answer questions about the poem, and so you might need to look at rhyme or rhythm or language. The more familiar it is, the easier the question will be to answer.
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Words You Don't Know
n any of the readings, you might run across a word that you dont know. You need ways to deal with a strange word. If youre just
reading at home, you can have a dictionary, but not on the GED test. So what can you do? Heres a list of questions to ask yourself to try to deal with a word you dont understand on the test.
? Can I understand the sentence or paragraph without knowing

the word? Can I get the main idea of what theyre saying, or at least a general idea?
? Can I look at the words nearby to see about what the word
same thing? makes sense?
means? Is there another word nearby that maybe means the
? Can I think of another word that I would put in the sentence that
Using these questions can help you understand a lot of words that might otherwise make reading hard for you. Heres just one sentence from the James Bond book Thunderball by Ian Fleming:
When he coughedsmoking too much goes with drinking too much and doubles the hangovera cloud of luminous black dots swam across his vision like amoebae in pond water.
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Luminous? Amoebae? What do those words mean? Whats he talking about? The important thing is not to get frustrated or distracted by the long words. By thinking it through, you can deal with the vocabulary.
irst, ask: Can I understand the sentence without knowing the word? Can I get the main idea of what theyre saying? Think about it. Do luminous and amoebae need to trip you
up? Try taking the words out of the sentence, like this:
When he coughedsmoking too much goes with drinking too much and doubles the hangovera cloud of some sort of black dots swam across his vision like something in pond water.
He coughed. Hes hung over from smoking and drinking. And some black dots swam in front of his eyes, like something in pond water. You can get the whole idea, even without knowing the words. Try picturing it in your head, and you should be able to make sense out of it, even without knowing all the words. But thats not always going to completely clear up the issue.
ext, ask: Can I look at the words nearby to see about what the word means? Is there another word nearby that maybe means
the same thing? Luminous is near the word cloud: A cloud of luminous black dots... So, maybe it means cloudlike somehow? At least, a quality that could be associated with clouds. Try to picture what the dots might look like, perhaps shimmering and unreal. Or, do
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you have another impression? There arent a lot of clues, but you can still put together a picture in your head. The other word is easier amoebae. It says, amoebae in pond water, and before that, theres the word swimming. So, it would be something that swims around in pond water and looks like little black dots. You might think its little fish or bugs, or at least something tiny in the water. You might not know exactly what the words luminous or amoebae mean from looking at the words around them, but you can get a general idea.
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inally, ask: Can I think of another word that I would put in the sentence that makes sense? For example, luminous could be replaced by shimmering,
and amoebae could be replaced with little bugs. Again, you might not get the exact definition, but youre on the right track:
When he coughedsmoking too much goes with drinking too much and doubles the hangovera cloud of shimmering black dots swam across his vision like little bugs in pond water.
That gets you close enough to understand the general meaning. And the more you see the words in different places, the better you can understand them. If you look up luminous and amoebae in the dictionary, youll find that luminous means glowing, which is pretty close to shimmering. And amoebae are one-celled organisms that swim around in water. Theyre a little smaller than bugs, but youve still got the gist of whats being said.
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Most of the time during the test, you can stop at the first step. Youll be able to get the general idea of what youre reading without understanding every word. But, if you need to read one part of the text a little more closely, youve got the tools to try to understand the words you dont know.
My Notes
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Skimming and Scanning for Answers
o matter whether youre working on the GED reading test, or GED science, or GED social studies, youll need to read some
text and then answer a question about it. The goal is to get specific information (the answer to the question) from the text youre reading. And it helps to be able to get the information you need fast. Thats where skimming and scanning come in. Theyre both ways to get information when youre reading.
Skimming
kimming means looking over the text quickly to try to get the main ideas. It can be good to skim the GED readings before
looking at the questions, to get main ideas first. Then, when you know the questions, its easier to find the information you need. To skim a reading, try reading the title, the first and last sentences of paragraphs and important words (especially capitalized names, dates, or other words that stand out.) Get as much important information as you can in a short period of time and then ask yourself: what are the main ideas?
Scanning
canning means looking for some specific information in the text. You can think of it like looking for a word in the
dictionary. You dont read the whole dictionary, but you find the right area and then look down the page to find the word. The
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more you practice scanning, the more quickly youll be able to find specific words or phrases in text. You can do the same thing with GED readings. Once you know the question, you know what specific information you need to find. You move your eyes quickly through the text to find key words from the question. Then, when you find them, you can slow down and read the text in that area. Its a good way to locate the answer to the question. Try using skimming and scanning on this practice question. Read the question first, and then use skimming and scanning to find the answer in the text. What was Lopakhins fathers job? 1) Farmer 2) Shopkeeper 3) Train engineer 4) Peasant 5) Banker
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WHO IS ABOUT TO ARRIVE?

A room which is still called the nursery. ... DUNYASHA comes in with a candle, and LOPAKHIN with a book in his hand. LOPAKHIN: The trains arrived, thank God. Whats the time? DUNYASHA: It will soon be two. [Blows out candle] It is light already. (5) LOPAKHIN: How much was the train late? Two hours at least. [Yawns and stretches himself] I have made a rotten mess of it! I came here on purpose to meet them at the station, and then overslept myself . . . in my chair. Its a pity. I wish youd wakened me. (10) DUNYASHA: I thought youd gone away. [Listening] I think I hear them coming.
LOPAKHIN: [Listens] No. . . . Theyve got to collect their luggage and so on. . . . [Pause] Lubov Andreyevna has been living abroad for five years; I dont know what shell be like now. . . . Shes a good sortan easy, simple person. I remember when I was a boy of fifteen, my father, who (15) is deadhe used to keep a shop in the village herehit me on the face with his fist, and my nose bled. . . . We had gone into the yard together for something or other, and he was a little drunk. Lubov Andreyevna, as I remember her now, was still young, and very thin, and she took me to the washstand here in this very room, the nursery. She said, Dont (20) cry, little man, itll be all right in time for your wedding. [Pause] Little man. . . . My father was a peasant, its true, but here I am in a white waistcoat and yellow shoes . . . a pearl out of an oyster. Im rich now, with lots of money, but just think about it and examine me, and youll find Im still a peasant down to the marrow of my bones. [Turns over the (25) pages of his book] Here Ive been reading this book, but I understood nothing. I read and fell asleep. [Pause.] DUNYASHA: The dogs didnt sleep all night; they know that theyre coming. LOPAKHIN: Whats up with you, Dunyasha . . . ? DUNYASHA: My hands are shaking. I shall faint. (30) LOPAKHIN: Youre too sensitive, Dunyasha. You dress just like a lady, and you do your hair like one too. You oughtnt. You should know your place.
From Act One of The Cherry Orchard by Anton Chekov (1904)
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The answer is 2, shopkeeper. To find the answer quickly, youll need to look for references to Lopakhins father. Just like using an Internet search engine, youll choose the best keywords to look for, that will likely be near the answer to the question. For this question, the best keyword is father. Instead of reading, look for the shape of the word father in the text. Its a little bit harder than finding capitalized words or numbers, which stand out from other words, but you can learn to scan the text for any word. The first instance of the word father is here:
. . . I remember when I was a boy of fifteen, my father, who is deadhe used to keep a shop in the village here hit me on the face with his fist, and my nose bled. . . .
By searching nearby the word father, you can quickly find the answer. He used to keep a shop, so his job was as a shopkeeper. If you continue scanning (or if you just are remembering bits and pieces of what youve read), you might also find the reference to his father being a peasant:
. . . My father was a peasant, its true, but here I am in a white waistcoat and yellow shoes . . . a pearl out of an oyster.
The problem with this answer is that peasant is not really a description of a job. So, youll need to pay close attention to what the question is asking, and scan the text thoroughly to make sure youve found the best answer to the question.
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Restating and Summarizing
ummarizing and restating ideas are tools that you can use to help you remember more when you read and learn faster.
Theyre a way to use and process the information you read. If you dont do something with the information youve just read, your mind tosses it out. It cant be that important, right? By restating or summarizing information, you fix it in your mind, and you make sure that it makes sense to you. Heres a review of restating and summarizing:
! Restating means that you say something again in your own

words. This is good to help you understand and remember paragraph that you read. something thats pretty short. You might restate a sentence or a
! Summarizing means that you give the most important
information about what you read. Its similar to writing down the main ideas of what you read. You might write a paragraph saying what the main points of a whole article are. This is good for big readings and to help you figure out what the main ideas are. The difference between restating and summarizing is that in
restating, you dont leave anything out. You just say it again in your own words. In summarizing, you only give the most important points, in your own words. Some questions on the GED will ask you to identify a main idea, or summarize the material. Other questions will ask you to recognize a restated idea. Lets take a look at both.
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Finding the Main Idea
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ne of the things the GED test asks you to do is find the main idea of something youre reading. But heres a hint it doesnt
necessarily say, Whats the main idea? You have to look at the question and realize that they want you to figure out the main idea of what you read. To understand the main idea of a GED reading, you need to think about what its trying to say overall. Whats the most important thing? Whats the big picture? Heres an example of a GED question that asks about main idea but instead of asking for a main idea (or a summary), it asks you what would be a good title: What would be the best title for this section? 1) The Most Options in a Recorder 2) Customized Recorders at Low Prices 3) Initial Recorder Setup 4) How to Hook Up Your Recorder 5) Exiting the Initial Setup Screen Well, in what way is a title the same as a main idea? A title gives an overview of what youre going to read. It picks out the most important idea or topic. So, the title is like the main idea. Now, the passage might be up to 400 words. But you want to get the main idea quickly. Heres a hint the first and last paragraphs are usually the most important and can give you a main idea. You can even try just reading the first and last sentences of the paragraphs, and skimming through them. Heres an example:
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WHAT TYPE OF PRODUCT IS BEING DESCRIBED?

The first time you turn on your Recorder, the setup screen will appear. The setup screen is designed to allow you to program your Recorder to your personal needs quickly and easily. By following the instructions on the screen, youll be able to select options including preferred TV channels, (5) languages, screen settings, and subtitles or closed captioning. The first screen that appears is the main setup screen. Choose the Channel Settings option first, and it will lead you through the necessary channel setting options. The Recorder can automatically detect channels being received, and you may also set up channels manually. If channels are not (10) being detected, please see the troubleshooting section at the end of this book. Continue with Screen Settings. You will be able to choose default settings for your television screen. These settings will be applied to all channels, but you will have the option later of changing the settings for (15) individual channels. In the Language Settings section, you will be able to select settings for closed captioning and subtitles as well as language options for various channels. The Sound Settings area gives you access to main volume controls, and the Date and Time settings allows you to set the current (20) date and time as well as your time zone and daylight savings time settings. Your initial setup will provide you the full range of Recorder benefits, including the ability to set up to 10 shows to record in advance. Once youve completed all the setup screens, you will see the Exit option appear. Select Exit to end the initial setup and begin using your (25) Recorder. You will not be able to turn off the Recorder until you finish the initial setup and confirm that your settings are correct. Otherwise, the Recorder does not have all the necessary information to function properly. If you must quit the initial setup screen without completing the setup, you must (30) disconnect the power cord from the outlet. Your settings will not be saved, and the main setup screen will appear when the Recorder starts again. You must complete the main setup screen before you can begin to use your Recorder.
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This example is fairly long, and might take a bit to read through the whole thing. If you just read the first and last paragraphs, paying special attention to the beginning and end sentences, youll get the main idea:
The first time you turn on your Recorder, the setup screen will appear. The setup screen is designed to allow you to program your Recorder to your personal needs quickly and easily. By following the instructions on the screen, youll be able to select options including preferred TV channels, languages, screen settings, and subtitles or closed captioning. ... You will not be able to turn off the Recorder until you finish the initial setup and confirm that your settings are correct. Otherwise, the Recorder does not have all the necessary information to function properly. If you must quit the initial setup screen without completing the setup, you must disconnect the power cord from the outlet. Your settings will not be saved, and the main setup screen will appear when the Recorder starts again. You must complete the main setup screen before you can begin to use your Recorder.
Thats a lot less information to process, but you can use it to choose a correct answer. Answer 1 says The Most Options in a Recorder. The sentences talk about a Recorder, but they dont talk about options.
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Answer 2 says Customized Recorders at Low Prices. Well, settings have to do with customizing, but the sentences here dont mention prices at all. Answer 3 says Initial Recorder Setup. Both the first and last paragraphs talk about the Recorder setup and the setup screen. So, this looks like a pretty good answer. Answer 4 says How to Hook Up Your Recorder. Theres nothing in these sentences focusing on hooking up the Recorder, just about completing the setup screen. So thats probably not the best answer. Answer 5 says Exiting the Initial Setup Screen. Well, the end does talk about exiting the screen, but it doesnt seem to be the main idea. The beginning doesnt talk about exiting the initial screen at all. So the best answer is 3, Initial Recorder Setup. You can figure it out by focusing on a few key places in the text. If youre unsure, read more completely to check your answer, but remember that a main idea is something that applies to the whole text, not just to one part of it.
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Recognizing a Restated Idea
any questions on the GED ask you to identify restated ideas. These are comprehension questions, to make sure
that you understand what youve read. If you can recognize the same idea phrased differently, then youve understood the reading. Youll find these questions on the social studies and science tests as well as on the GED reading tests. Heres an example:
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WHAT SHOULD YOU DO IN AN EMERGENCY AT WORK?
Emergency Policies
A. Emergency Warning Notifications If an emergency or disaster in the community occurs, you may receive a warning from radio or television, government organizations (5) such as NOAA, Internet web sites, the local or state police, or even friends or family members. In case of an emergency in the building, you may be warned by the smoke detectors, sprinkler system, an emergency siren, building security, or building management. In case of a suspected emergency, monitor several sources of information to (10) gather as much relevant information as possible. If you receive notification of a possible disaster or emergency situation, immediately notify your superior. If the situation requires urgent action, such as a fire, sound alarms and notify employees as quickly, calmly, and succinctly as possible. As necessary, take action to avoid further damage without risking harm to yourself or others.
(15)
B. Sprinkler System, Smoke Detector, and Fire Alarm In the event of a fire, the activation of the sprinkler system and/or smoke detector due to smoke and/or heat will automatically activate the fire alarm. The building management, company management, (20) and fire department will all be notified by the alarm company. Pull-type manual alarms are located on every floor, as are fire extinguishers and fire evacuation plans. Do not use elevators in the event of a fire. C. Emergency Sirens The building is equipped with emergency sirens that sound in the (25) case of severe weather alerts and other situations that may require emergency action. Please use television, radio, or Internet to gather information if the siren sounds. D. Emergency Aid First aid kits and emergency water and food are stored on each floor of the building.
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The fire alarm can be turned on by: 1) Smoke turning on the smoke detector 2) Notifying the alarm company 3) The activation of heat or smoke 4) Automatically activating the pull-type alarms 5) None of the above The first step in finding the answer is locating the part of the reading that its talking about. Thats where skimming and scanning come in, and since the reading is broken up into sections, the section titles make it easy to navigate. The question is about fire alarms, so you can quickly identify that the answer is in section B, which is about fire alarms. Now, you need to find the part that talks about how the fire alarms are turned on. There are two sentences that might be relevant:
In the event of a fire, the activation of the sprinkler system and/or smoke detector due to smoke and/or heat will automatically activate the fire alarm. The building management, company management, and fire department will all be notified by the alarm company. Pull-type manual alarms are located on every floor, as are fire extinguishers and fire evacuation plans. Do not use elevators in the event of a fire.
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So, which of the answers, if any, restates information on how the fire alarm is turned on?
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Answer 1 says the fire alarm is turned on by smoke turning on the smoke detector. That says the same thing as the activation of...smoke detector due to smoke...will automatically activate the fire alarm. To activate means to turn on, so if smoke turns on the smoke detector, that in turn turns on the fire alarm. So, it looks like the answer is 1. Its the same idea, just in different words. Lets take a look at the other answers. Answer 2 says, Notifying the alarm company. Thats repeating some of the words in the text, ...will all be notified by the alarm company. But it doesnt have anything to do with turning on the alarm. Be careful about answers that repeat phrases from the text. You have to look at what the meaning is, not just the words. Answer 3 says, The activation of heat or smoke. Again, the words activation, heat, and smoke are all in the text, but this isnt a very good way to explain how the fire alarm is turned on. Heat or smoke will turn on the fire alarm, but only if they set off the smoke detectors or sprinkler system. Answer 4 says, Automatically activating the pull-type alarms. Again, the answer gives words from the reading. But what does it really mean? The pull-type alarms are manual. That means you pull them yourself. So, why would they be automatically activated? Thats the opposite of manual. This is another answer that pulls words from the text but doesnt give the real meaning. Answer 5 is, None of the above. Since answer 1 does a pretty good job of restating the meaning of the text, answer 1 is the best answer. None of the above doesnt apply.
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Vocabulary Questions
eres a common type of question you might find on the GED reading test, a vocabulary question about a specific word:
WHY IS HESTER LOVED BY THE COMMUNITY?

[The setting is Boston, Massachusetts in the mid 1600s. Hester is an unwed mother, whose daughter is Pearl.] It was perceived, too, that, while Hester never put forward even the humblest title to share in the worlds privileges,farther than to breathe the common air, and earn daily bread for little Pearl and herself by the faithful labor of her hands,she was quick to acknowledge her sisterhood with the race of man, whenever benefits were to be conferred. None so ready as she to give of her little substance to every demand of poverty; even though the bitter-hearted pauper threw back a gibe in requital of the food brought regularly to his door, or the garments wrought for him by the fingers that could have embroidered a monarchs robe. None so self-devoted as Hester, when pestilence stalked through the town. In all seasons of calamity, indeed, whether general or of individuals, the outcast of society at once found her place. She came, not as a guest, but as a rightful inmate, into the household that was darkened by trouble; as if its gloomy twilight were a medium in which she was entitled to hold intercourse with her fellow-creatures. There glimmered the embroidered letter, with comfort in its unearthly ray. Elsewhere the token of sin, it was the taper of the sick-chamber. It had even thrown its gleam, in the sufferers hard extremity, across the verge of time. It had shown him where to set his foot, while the light of earth was fast becoming dim, and ere the light of futurity could reach him. In such emergencies, Hesters nature showed itself warm and rich; a well-spring of human tenderness, unfailing to every real demand, and inexhaustible by the largest. Her breast, with its badge of shame, was but the softer pillow for the head that needed one. She was self-ordained a Sister of Mercy; or, we may rather say, the worlds heavy hand had so ordained her, when neither the world nor she looked forward to this result. The letter was the symbol of her calling. ...
From Chapter XIII, Another View of Hester of The Scarlet Letter by Nathaniel Hawthorne, 1850.
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What does the word token (line 19) mean? 1) Forecast 2) Minimal 3) Coin 4) Symbol 5) Least
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This is a little hard to figure out because the vocabulary of this passage is fairly difficult. The first mistake would be to try to choose the meaning of the word token from the choices given without looking at the passage. Thats because the words chosen for these questions often have more than one meaning. You might know that a token is a kind of coin, so you might want to choose 3, coin. Or, you might remember that a token amount is a small amount, so 2, minimal or 5, least might sound like good choices. The question isnt really asking for a definition of the word. Its asking for how the word is used in the passage. So, its important to look at the context. Take a look at the sentence its in:
Elsewhere the token of sin, it was the taper of the sickchamber.
A good way to eliminate answers if youre not sure is to try putting the answers into the sentence: 1) Elsewhere the forecast of sin, it was the taper of the sick-chamber.
2) Elsewhere the minimal of sin, it was the taper of the sick-chamber.
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3) Elsewhere the coin of sin, it was the taper of the sickchamber. 4) Elsewhere the symbol of sin, it was the taper of the sick-chamber. 5) Elsewhere the least of sin, it was the taper of the sickchamber. So, what does it mean to be a token of sin? Does it mean a forecast of sin? That is, does it tell about sin in the future? That doesnt sound likely... and if you skim the whole paragraph, it talks about how good the woman is, so it seems unlikely that shes headed toward sin in the future. What about a minimal of sin? That sounds wrong, because it doesnt seem to mean anything in the context. You wouldnt really use the word minimal that way. So, its a good bet to cross off your list. What about coin of sin? What would a coin of sin be anyway? Its a little shaky what that would mean. So, its probably not right. What about symbol of sin? Something could easily be a symbol of sin, so thats a good choice. Least of sin has a similar problem to minimal of sin. Why would something be a least of sin? The phrase doesnt seem to have a lot of meaning. Based on the choices, symbol of sin seems to make the best sense in the context of the sentence, and thats the correct answer.
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Recognizing Point of View
oint of view is another important element of the GED reading test. A writers point of view is his or her perspective. Its what
the writer is trying to say and how he or she looks at things. Its important to recognize a writers point of view because it helps you interpret what the writer is saying. You need to understand why the writer is writing. Heres an example of a question about point of view:

Im Nobody! Who are you? Are you Nobody Too? Then theres a pair of us! Dont tell! theyd advertise you know! (5) How dreary to be Somebody! How public like a Frog To tell ones name the livelong June To an admiring Bog!
Im Nobody! Who are you? by Emily Dickinson, 1924.
The speaker in this poem wants to: 1) Become famous 2) Meet a lot of new friends 3) Be admired 4) Fall in love 5) Be happy being herself
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Questions about point of view can be about the speaker in a poem, about the point of view of characters in a play or story, or about the point of view of a writer. They might ask about what the person or character believes, feels, or (like this question) wants. In a poem, the speaker might be the writer, or the speaker could be a fictional narrator. Often, you wont know, but its not the most important thing. The most important thing is understanding what the poem means. Imagine the poem is someone talking directly to you. That person is the speaker. So, whats that persons point of view? When youre looking at point of view, look for clues to what the writer or speaker or character is like. Does the speaker want to become famous? Not really. The speaker says it would be dreary to be somebody. She doesnt seem to be hiding her real feeling or saying something she doesnt mean (so dont read too much into the poem!) What about meeting a lot of new friends? The speaker seems to think its nice to find another nobody, but doesnt show interest in having a lot of new friends. Theres no mention of any friend other than the person the speaker is talking to. The next answer is that she wants to be admired. Well, the poem uses the word admiring, but again, the writer says admiration is dreary. Also notice that this answer is a lot like to become famous. Neither seems to be right. What about falling in love? Though the speaker seems happy to meet the person shes talking to, theres no mention of love. Again, dont read anything into the poem. Love doesnt seem to be the main idea.
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That leaves the last answer, that she wants to be happy being herself. That seems to be the closest answer. The speaker says shes nobody, but she doesnt want to change that. She seems to want to be happy being nobody, that is, being herself.
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Recognizing Tone
one is similar to point of view. The tone of a poem, or story, or article is the mood of the story and the attitude of the
writer. Some writing, like the writing in an encyclopedia, seems to have no particular tone. It seems neutral. That writing is often characterized as informational or straightforward. While point of view might be about a writers political ideas, bias, or intellectual perspective, tone is more about mood and is typically described by an adjective. Adjectives describing tone might be words like: ambiguous apologetic candid condescending cynical disdainful effusive foreboding humorous informational ironic learned melancholy nostalgic passionate reflective restrained sarcastic serious somber tongue-in-cheek wistful amused argumentative caustic confused depressed disheartened factual happy impartial inspirational irreverent loving mocking objective patronizing regretful reverent satirical shocked straightforward urgent wry angry arrogant challenging contemptuous detached dramatic fanciful heartwarming indifferent interested judgmental lyrical moralistic ominous perplexed remorseful rollicking scholarly silly sympathetic vinegary yearning apathetic bitter compassionate critical disappointed ecstatic flippant hopeful indignant irate kindly meandering mournful outraged playful respectful sad sentimental skeptical threatening whimsical
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Almost any adjective that can describe a state of mind or an emotion can describe the tone of a work. To find the tone, ask: How is the writer feeling? Heres an example of a question about tone:

Im Nobody! Who are you? Are you Nobody Too? Then theres a pair of us! Dont tell! theyd advertise you know! (5) How dreary to be Somebody! How public like a Frog To tell ones name the livelong June To an admiring Bog!
Im Nobody! Who are you? by Emily Dickinson, 1924.
The tone of this poem is: 1) Ashamed 2) Critical 3) Happy 4) Annoyed 5) Apathetic The tone is the mood of the poem, and the mood of the person speaking in the poem. The speaker in this poem says shes nobody. That might lead you to think shes ashamed, answer 1. But looking closer, she doesnt seem too upset about it. She seems to be playfully making friends with another nobody. She says it
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would be dreary to be somebody. So, she doesnt really seem to be ashamed. Overall, the speaker seems to be happy. The exclamation points arent because shes annoyed, and theyre definitely not showing that shes apathetic (doesnt care). Though you might say she criticizes being somebody, overall, shes more happy than critical. The best answer is 2. The tone isnt mentioned outright in a poem or story. Instead, its implied. You need to look at the types of words the writer uses, to see what feeling is behind them.
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Inferences
n inference is an idea that you can get from the text, but its not stated directly. Inferences that youll find on the GED
arent obscure, and they dont require you to read a lot into the text. The GED only asks questions that clearly have one answer. That means, the inferences wont be too difficult. Heres a practice question that asks you to infer based on the text:
Kino awakened in the near dark. The stars still shone and the day had drawn only a pale wash of light in the lower sky to the east. The roosters had been crowing for some time, and the early (5) pigs were already beginning their ceaseless turning of twigs and bits of wood to see whether anything to eat had been overlooked.
From The Pearl, by John Steinbeck, 1947.
Where does Kino live? 1) In a city 2) On a farm 3) In a small town 4) On a boat 5) In the forest
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The text doesnt really say where Kino lives, but it gives some clues. You have to use the clues to infer where he lives. He wakes up, and he hears roosters crowing and pigs looking around for food. So, where would there be roosters and pigs? If you look at it that way, the answers easy 2, on a farm. If you read the text in the most obvious, straightforward way, the answer is clear.
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Application
pplication questions ask you to take what youve read and apply it to new situations. One example of an application
question is predicting what a character would do in a new situation. But how do you predict what a character would do? How are you supposed to know what some fictional character would do in a made up situation? Heres an example practice question for the reading on the next page. If Nora burned the dinner for the third time that week, Helmer would most likely: 1) Say nothing about it and pretend its okay 2) Yell at Nora angrily 3) Scold Nora couched in loving terms 4) Laugh it off because its not important 5) None of the above
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WHERE HAS NORA JUST BEEN?

(Nora has just come home.) HELMER: When did my squirrel come home? NORA: Just now. (Puts the bag of macaroons into her pocket and wipes her mouth.) Come in here, Torvald, and see what I have bought. (5) HELMER: Dont disturb me. (A little later, he opens the door and looks into the room, pen in hand.) Bought, did you say? All these things? Has my little spendthrift been wasting money again? NORA: Yes but, Torvald, this year we can really let ourselves go a little. This is the first Christmas that we have not needed to economise. (10) HELMER: Still, you know, we cant spend money recklessly. NORA: Yes, Torvald, we may be a wee bit more reckless now, maynt we? Just a tiny wee bit! You are going to have a big salary and earn lots and lots of money. HELMER: Yes, after the New Year; but then it will be a whole quarter (15) before the salary is due. NORA: Pooh! we can borrow till then. HELMER: Nora! (Goes up to her and takes her playfully by the ear.) The same little featherhead! Suppose, now, that I borrowed fifty pounds to-day, and you spent it all in the Christmas week, and then on New Years Eve a (20) slate fell on my head and killed me, and NORA: (putting her hands over his mouth) Oh! dont say such horrid things. HELMER: Still, suppose that happened,what then? NORA: If that were to happen, I dont suppose I should care whether I owed money or not.
From A Dolls House, by Henrik Ibsen, 1879.
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So, what would Helmer do? How can you tell? Well, the first thing is to look for the situation in the reading thats closest to the one in the question. In the question, Nora burns dinner for the third time, so she makes a mistake or does something thats a problem. What kind of mistake or problem does Nora cause in the reading? The closest thing is that she spends a lot of money. Helmer doesnt seem too happy about that. So, if you changed the question and said, If Nora spent too much money, Helmer would most likely: then, what would the answer be? You know the answer to that, because its in the reading. He doesnt just say nothing, and he doesnt yell at her. He doesnt laugh it off and say its not important. He scolds her by saying things like, The same little featherhead! and calling her my little spendthrift. Hes sort of mean but nice at the same time. You might call it loving, sort of. Anyway, scold Nora couched in loving terms is closest to what he actually does do. So, since thats what you know about how he reacts isnt that the most likely way hed react to a similar situation in the future? Like if Nora burned the dinner? The answer is 3. Remember not to read too much into the question and answers. The application questions will be straightforward, asking you to apply exactly whats in the text to a new situation.
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Synthesis
ynthesis questions give you additional information, and they ask you to combine that information with what youve
read in the text. Youll need to see the relationship between the information in the text and the new information. Heres an example practice question for the reading on the next page: Nora has secretly borrowed money to save Helmers life, and shes been secretly working and saving to pay back the debt. This has likely contributed to: 1) Noras fear of Helmer dying 2) Helmer calling Nora a squirrel 3) Helmers belief that Nora is a spendthrift 4) Helmers desire to be left alone in his study 5) Noras love of macaroons
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WHERE HAS NORA JUST BEEN?

(Nora has just come home.) HELMER: When did my squirrel come home? NORA: Just now. (Puts the bag of macaroons into her pocket and wipes her mouth.) Come in here, Torvald, and see what I have bought. (5) HELMER: Dont disturb me. (A little later, he opens the door and looks into the room, pen in hand.) Bought, did you say? All these things? Has my little spendthrift been wasting money again? NORA: Yes but, Torvald, this year we can really let ourselves go a little. This is the first Christmas that we have not needed to economise. (10) HELMER: Still, you know, we cant spend money recklessly. NORA: Yes, Torvald, we may be a wee bit more reckless now, maynt we? Just a tiny wee bit! You are going to have a big salary and earn lots and lots of money. HELMER: Yes, after the New Year; but then it will be a whole quarter (15) before the salary is due. NORA: Pooh! we can borrow till then. HELMER: Nora! (Goes up to her and takes her playfully by the ear.) The same little featherhead! Suppose, now, that I borrowed fifty pounds to-day, and you spent it all in the Christmas week, and then on New Years Eve a (20) slate fell on my head and killed me, and NORA: (putting her hands over his mouth) Oh! dont say such horrid things. HELMER: Still, suppose that happened,what then? NORA: If that were to happen, I dont suppose I should care whether I owed money or not.
From A Dolls House, by Henrik Ibsen, 1879.
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This synthesis question gives you one additional piece of information, that Nora has secretly borrowed money and been working to pay it back. The additional information tells you something about what youve read. In some ways, this is like an application question. Youre applying the ideas youve read to the new information youve been given. So, what new perspective does the new information give you? Is it likely that Noras secret borrowing makes her afraid Helmer will die? Theres no obvious direct connection. If the connection isnt clear, then the answer is probably not correct. What about Helmer calling Nora a squirrel? Its not a very good connection. Sometimes we say that people squirrel away money, but Helmer wouldnt know about Nora secretly saving money to pay back the debt. The next answer is Helmers belief that Nora is a spendthrift. Thats more promising. If Nora is saving money and trying to pay back a loan that Helmer doesnt know about, he might think shes spending money extravagantly. He doesnt know where the money is really going. Thats one to keep in mind. Helmers desire to stay in his study doesnt seem to have any real relationship to Nora secretly trying to pay back a loan, and neither does Noras love of macaroons. The only likely answer seems to be 3. Usually, the connection is the most obvious one. In this case, the answer is 3.
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Reading and Literature Terms
he GED reading test doesnt test you on literary terms. Still, you should still be familiar with some basic reading and
literature ideas. The point of these terms is not to remember all the names, but to understand the ideas about writing and what an author is trying to do.
Term
Act
Definition
An act is the largest section of a play. Plays are divided into acts, and acts are divided into scenes. Alliteration is using words that start with the same letter, like Peter Piper picked a peck of pickled peppers. Blank verse is a type of poetry that does not rhyme. A character is a person in a story or play. Character can also describe the qualities of a character. Characterization is how the writer shows the characters qualities. For example, when Ebenezer Scrooge wont let his worker put coal on the fire because he doesnt want to waste money, it is characterization showing that Scrooge is greedy.
Alliteration
Blank verse
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Characterization
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Climax
The climax is the point in the story where the conflict or difficulties are at their most dramatic point and need to be resolved. In an action movie, the climax might be a big fight between the hero and the villain. The conflict is the trouble in the story. There are three main types of conflict. Man vs. man involves human beings disagreeing, fighting, or having problems with each other. Man vs. nature involves people caught in natural disasters or struggling to survive. Man vs. himself involves a person in conflict with himself or herself. The character has inner troubles that cause difficulties. Stories can have one, two, or all three of these types of conflicts. A couplet is two lines of poetry that go together and rhyme. Dialogue is what two or more characters say to each other. Basically, dialogue is characters talking. Figurative language is language that doesnt just use words for their dictionary meaning. Figurative language uses words to make comparisons or for emotional impact. Foreshadowing is when the writer hints at something that will happen later in the story. Its a hint or suggestion of whats coming up.
Conflict
Couplet
Dialogue
Figurative language
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Genre
A genre is the type of story youre telling, like science fiction, mystery, romance, drama, comedy, or horror. Hyperbole is a big exaggeration, like saying that the Thanksgiving turkey is the size of a mountain. An idiom is a common type of phrase that people use in everyday speech, but that doesnt just have a literal meaning, like saying someone has a chip on her shoulder (meaning shes proud or haughty) or that passing the test will be a piece of cake (really easy). Imagery is creating pictures that the reader can visualize, through description. The writer is trying to make you see, hear, feel, smell, or even taste the scene. Irony is when the truth, or what a character means, is the opposite of what is said. Sometimes irony can be similar to sarcasm. There are different types of irony, like dramatic irony (when the audience knows information the character doesnt know). In drama, a line of dialogue is what one character says, called out by that characters name before the text. In poetry, a line is one row (or line) of words in a stanza. Poems are divided into stanzas, and stanzas are divided into lines.
Hyperbole
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Imagery
Irony
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Metaphor
A metaphor is a type of figurative language when the writer says something is something else, drawing a parallel between the two things. For example, its a metaphor to say my love is a flower, or Bob is a pig. Meter is the rhythm of the language in poetry. A monologue is when, in a drama, only one character talks to the audience. The narrator is a character who tells the story. Onomatopoeia is when a word is meant to sound like what it means. Examples of onomatopoeia are the words woof, cock-adoodle-do, and meow. An oxymoron is two contradictory or opposite terms used together, such as dark light or empty fullness. Parody is an imitation of a type of writing, an author, or a popular figure that makes fun of that writing or person. Personification is when a writer gives an object, animal, or idea human characteristics. For example, saying the tree wept is personification because trees dont cry. Its giving the tree a human characteristic.
Meter Monologue
Narrator Onomatopoeia
Oxymoron
Parody
Personification
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Point of view
The storys perspective is its point of view. If a character tells the story, saying, I walked down the street... I saw... I said..., thats known as first-person point of view, from that characters perspective. If the narrator or storyteller isnt a character, and the story says, He walked down the street... He saw... He said..., thats known as third-person point of view, from the perspective of someone outside the story looking on. Repetition is used in writing to give emphasis to certain ideas or words. One example is Martin Luther King, Jr.s famous I have a dream speech, in which he repeats the words, I have a dream for emphasis. Rhyme is when words end with the same sounds. Rhyme is typically used in poetry: Natures first green is gold, her hardest hue to hold. Rhythm is the number of syllables in language and how those syllables are emphasized. Many poems are written according to rules of rhythm. Satire is a type of writing that makes fun of people or events. Often, satire makes fun of political situations or political figures. A scene is a small section of a play, usually taking place in one setting. Plays are divided into acts, and acts are divided into scenes.
Repetition
Rhyme
Rhythm
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Scene
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Simile
A simile is a comparison using a word such as like or as. Examples of similes include, fat as a pig, big as a house, or swims like a fish. A stanza is a group of lines in a poem, usually separated by extra space between the stanzas. Poems are divided into stanzas, and stanzas are divided into lines. A theme is a main idea or message that a writer wants to convey. The tone is the mood of something thats written. Tone can be described with adjectives such as straightforward, happy, sad, or angry. Understatement means saying something much less strongly than is obviously true. Understatement is typically sarcastic. For example, you might say, We just have a teeny, tiny budget deficit to make fun of how big the budget deficit is.
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Practice Questions
Questions 1 through 5 refer to the following review.
WHY DOES THE REVIEWER DISLIKE THE PLAY?
Mayberry Inn Dinner Theater Presents The Mousetrap

One of the most revered murder mysteries in theater, by the renowned mystery writer Agatha Christie, The Mousetrap is a story of a young couple starting off on their new life as hotel owners. They are snowed in (5) with four guests and a mysterious stranger, who has crashed his car in the snow. A detective arrives to warn the party of a potential murderer, and soon one of the guests is killed. The plot, a crucible that effectively traps together strangers in a circumstance of murder and suspicion, is above suspicion. (10) What is highly suspect is the performance of Mark Karline as Giles Ralston, whose overdone acting was unbelievable. Jess Morgan performed as a lukewarm Mollie, and the chemistry between the two was non-existent. Major Metcalf is played by Storm Rocklander, who seems to distinctly enjoy making strange faces at the audience that ruin (15) the effect of a play. Detective Sergeant Trotter, played by Karl Freiheim, gave a solid performance but struggled against the rest of the cast, outstanding only in its mediocrity. Director Amy Welsch could not pull together her cast to give this drama the performances it deserved. What should have been an enjoyable evening with a classic dinner (20) mystery, the perfect complement to a candlelight meal, turned into a drawn-out, excruciating experience that I recommend avoiding.
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1. Which is the best conclusion about the writer? 1) The writer hates all mystery plays. 2) The writer admires Agatha Christie. 3) The writer always wanted to be an actor. 4) The writer always wanted to be a director. 5) The writer did not watch the play carefully. 2. Which phrase from the review best sums up the writers opinion? 1) a drawn-out, excruciating experience that I recommend avoiding
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2) an enjoyable evening with a classic dinner mystery 3) One of the most revered murder mysteries in theater 4) a crucible that effectively traps together strangers in a circumstance of murder and suspicion 5) What is highly suspect is the performance of Mark Karline as Giles Ralston 3. In an earlier review, the writer said that Mark Karline is hilarious as the bizarre and hysterical Reverend Grayson Hughes. This shows that: 1) The writer always hates Mark Karline. 2) The writer always likes Mark Karline. 3) The writer only thinks Mark Karline should play reverends or preachers. 4) The writer only thinks Mark Karline should play in murder mysteries. 5) The writer enjoys some of Mark Karlines performances and dislikes others.
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4. The tone of the review is: 1) Informational 2) Enthusiastic 3) Critical 4) Apologetic 5) Mournful
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5. If the writer reviewed Agatha Christies play Spiders Web, he would probably: 1) Praise Agatha Christies plot 2) Be highly critical of Agatha Christies plot 3) Praise the actors 4) Be highly critical of the actors 5) Be highly critical of the director
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Practice Question 1
his question is an analysis question, because it asks for a conclusion. It is also a point-of-view question. Its asking
about what the writer thinks. The writer gives a good review of Agatha Christie and the plays plot. The bad review is about the actors and director. So, the best answer is 2, that the writer admires Agatha Christie.
Practice Question 2
his question is a comprehension question, because its trying to make sure you understand what youve read. Its also a
summary question. The question asks you to sum up what the writer thinks. The best summary is 1, a drawn-out, excruciating experience that I recommend avoiding. It gives an overview of the writers complete opinion of the play.
Practice Question 3
his question is a synthesis question. It gives you new information and asks you to relate it to the information in
the reading. In this case, you need to compare the writers different reviews of Mark Karline. Because one review is good and the other is bad, the best (and most obvious) conclusion is that the writer enjoys some of Karlines performances and dislikes others. The best answer is 5.
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Practice Question 4
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his question is also an analysis question. The question asks you to analyze the tone of the writing. The tone is not
informational, because its giving an opinion, not just information. Its not enthusiastic, because the writer doesnt really like the play. Its not apologetic; the writer doesnt apologize for anything. And its not mournful, since the writer doesnt seem sad. The best answer is 3, critical. The author is critical of the actors and the director.
Practice Question 5
his question is an application question. The question asks you to apply the writers review of The Mousetrap to his
review of another play, Spiders Web. The first thing to do is to look at what the two plays have in common. Thats the writer, Agatha Christie. Theres nothing that says the two plays would have the same director or actors. So, the clearest comparison is between the writing of The Mousetrap and the writing of Spiders Web. Since the writer praises Agatha Christies plot in The Mousetrap, its likely that he might admire the same writers plotting in Spiders Web. The best answer is 1.
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A Complete Guide to the GED Essay and Writing Test
Write
There are thousands of thoughts lying within a man that he does not know till he takes up the pen and writes. William Makepeace Thackeray
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What Is the GED Essay Like?
n the GED essay, youll need to write a short essay, about four or five paragraphs long. The GED essay gives you a prompt
that asks you to talk about your beliefs or something from your life. You wont need to know anything special or obscure. The goal of the GED essay is to learn whether you can write a basic essay and communicate your own ideas, not whether you have any particular special knowledge. Understanding what the essay readers expect from you is the first and most important step to passing the GED essay. If you understand what the GED essay readers want, youll be able to write a solid GED essay.
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How Is the GED Essay Scored?
he GED essay is scored on a scale of 1 to 4. You only need to score a 2 to pass, but your GED essay score will affect
your whole GED writing score. If you score a 2 on the essay, youll have to do much better on the multiple choice questions to pass than if you score a 3 or 4 on the essay. Since its easier to improve your score on the essay than on the multiple choice section of the writing test, learning how to write a great GED essay is definitely worthwhile. The GED essay is scored on five qualities:
Response to Prompt: Did I answer the GED question and stay on topic?
our most important task on the GED essay is to really answer the question thats asked. You wont know what the question
is in advance, so youll need to think on your feet a little bit. But the questions wont be too difficult. Theyll ask you about your opinions and experiences, so you wont need any information except for your own thoughts and memories. The GED prompt is really the blueprint for your GED essay. It tells you exactly what to write. Make sure that you answer everything that it asks, and youre a good part of the way to passing. Heres an example of a GED essay prompt:
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What event from your childhood taught you an important lesson that you use today? In your essay, tell about the event, and explain how what you learned affects your life today. Use your personal observations, experience, and knowledge to support your essay.
he prompt gives you everything you need to create your GED essay. First, it asks you a main question. What event from
your childhood taught you an important lesson that you use today? Youll need to think about your experiences and figure out one thing that happened to you that taught you something. The next part of the prompt tells you what to put in your essay. First, tell about the event. Thats easy. Youll tell the story of what happened. Then, explain how what you learned affects your life today. That has a couple of parts. First, youll need to identify what, exactly, you learned. Then, youll tell how that changed your life or affects your life. Thats your whole essay. The last part of the question is important, and its something youll see in all GED prompts: Use your personal observations, experience, and knowledge to support your essay. That means, you need to use details about what you know. For this topic, thats fairly easy. You need to tell a story from your life, and that will include details of what happened to you. You also need to tell how you use the lesson you learned. Again, youll need to tell details from your current life.
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Let the prompt guide you about what to write, and youll score well on the GED essay.
Organization: Is my writing organized?
he GED readers expect your essay to be organized well, so it all works together and is easy to follow. Essentially, this
means that your essay needs to have a beginning, a middle, and an ending. Its pretty straightforward. If youre already familiar with the 5-paragraph essay structure, its a good, workable structure to use for the GED essay. Youre not required to have 5 paragraphs, though. Its more important that you write an essay thats logical, interesting, makes sense, and answers the question.
The Beginning, or Introduction
he beginning of your essay will be an introduction. Your introduction needs to tell what youre going to write about
and get the readers interest in what you have to say. Youll need to get across your main idea, or thesis, in the introduction. You dont need to restate the question. Think about the essay topic given above. Now, think about a typical GED essay reader, with a stack of dozens of essays to sift through. How many of those essays begin like this?
An event from my childhood that taught me an important lesson that I use today is...
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s soon as the reader starts reading this exact same sentence for the twentieth or thirtieth time, he or she has already
decided that this definitely isnt a 4 essay. Its copying the essay prompt instead of stating something in your own words. Now, its important to actually answer the prompt, but that doesnt mean copying the prompt word-for-word. A better approach is to briefly summarize the event (or at least give a hint about what its about) and tell that it taught you an important lesson:
Example Introduction:
I remember, as a child, playing with my best friend. We were in the garden, which was overgrown for the summer. That day, I learned an important lesson that Ive carried with me ever since. I learned that I shouldnt be afraid to ask for help.
his introduction makes it clear that youre answering the question in the prompt, but it doesnt just repeat the
question. Plus, the wording is easier to follow than: An event from my childhood that taught me an important lesson that I use today is when I was playing in the garden with my best friend. That sounds much more awkward.
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The Middle, or Body
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he middle of your essay is the body. In a 5-paragraph essay structure, the middle has 3 paragraphs. Each paragraph
addresses one point or argument that you want to make, and each point or argument relates to the main idea in the beginning of the essay. In the GED essay, 2 to 4 paragraphs is a good length for the middle of your essay, so the 5-paragraph essay structure falls right in the middle. Making three points, and then talking about each of them in one paragraph, is a good approach. But its not always the best or easiest way to write about a particular topic. In the topic above, you need to tell a story about what happened, what you learned, and how you use that today. Those three things could become your three middle paragraphs. Or, you could write your middle paragraphs as story, to tell what happened as a child. Heres an example of each method:
Three Different Points:

My friend Jill and I were playing house, pretending to cook with the overgrown plants left in the garden. Instead of just pretending, though, we actually ate some leftover peppers on the vine. They were horribly hot, and our mouths stung. I didnt want Jill to tell what happened, but she told her parents. My parents werent angry, and they gave me milk to stop the stinging.
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I learned that its okay to ask for help. I was afraid of being criticized or getting in trouble, but I didnt need to be afraid. I didnt have to go through the problem alone, and what if the peppers had been dangerous? I might have gotten sick. The best thing to do was to get help. Today, I use this lesson in my life every day. If I make a mistake, I am quick to tell others about it. Its better to get help and solve the problem than to let the problem get worse. If Im in trouble, I tell my friends and family. Sometimes they can help. At least, they can sympathize with me and make me feel better.
Telling a Story:
My friend Jill and I were playing house, pretending to cook with the overgrown plants left in the garden. Instead of just pretending, though, we actually ate some of the food. After all, this was the same food we picked and used in the kitchen. It seemed perfectly safe. We didnt realize that overgrown peppers left on the vine will get hotter and hotter as they grow. One bite, and our mouths started to sting. We didnt know what to do. I was very afraid of getting in trouble, so I made Jill promise not to tell anyone. I said wed be okay.
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Jill didnt keep the secret. She told her parents, and they told my parents. My parents confronted me, and then they were able to help me feel better. The peppers werent dangerous, just really hot. My parents werent angry, and they gave me milk to help relieve the taste of the peppers. I realized that I shouldnt have tried to handle the situation by myself. Asking for help was the right decision.
ither type of body works. Both versions answer the question and keep to the main point. For many students, its easier to
tell a story about themselves than to break up the question into two or three different points. Either way, the middle of the story needs to contain details about what you know or what you experienced.
The Ending, or Conclusion
he last paragraph of your essay needs to be a conclusion. Many students think of a conclusion as just restating what
youve said before. But the truth is, a conclusion is much more effective if youve got something new to say. Ask yourself:
? What did I learn? Why is this important? ? How does this affect other people? What can other people learn
from this?
? Can I apply what I learned to bigger ideas and issues?

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If you can think of something new and interesting to say about your experience, youll have a great conclusion, and youll leave the GED reader with a great last impression. If you use the storytelling route to write the body, youve got a lot of material for your conclusion. You need to tell what you learned and how to use it today. In either case, you need to say something interesting that wraps up what you think.
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Example Conclusion:
I was reluctant to ask for help because I was afraid and ashamed, but my fear was my enemy. I learned that fear makes problems worse. Asking for help makes them better. I use this lesson every day, when I immediately explain my mistakes at work, or when I call my sister to tell her about my problems. Even if others cant help me solve my problems, talking about them makes me feel better. Keeping things inside makes me feel worse. Im glad Jill told on me that day. Shes made my life better.
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Development and Details: Did I give enough good details?
f you speak in generalities, youre not saying something very interesting. Take a look at this paragraph:
I learned from a childhood experience that its important to always ask for help. One might do something and get hurt, and then be afraid to tell anyone. If you tell someone, you can get help. But if you dont tell someone, the problem might get worse. This is true of many types of problems people have.
he paragraph mentions a childhood experience, but it doesnt tell what that experience is. It mentions some
things that might happen, in general, but it doesnt give specific examples. There arent any stories here... any details of the writers experiences. This type of writing isnt going to get a great score on the GED. Good details are very important. One of the best ways to get details in your writing is to tell a story. Think of an event that happened to you that relates to the topic, and tell about it. You know what happened, so it will be easy to write. Just be sure youre including details of what happened. Where were you? What did you do? Who else was there? Besides telling stories, there are other ways to get details into your writing. Try:
! Asking questions to the reader. A question is interesting and
gets the reader to start to think. Then, you need to answer your
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own question in your writing, and this leads you to develop your essay.
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! Creating a picture with your words, starting with: Imagine...,

Picture..., or Visualize... If you can create an image in the youre using detail. reader's mind (including sight, sound, smell, taste, and touch),
! Saying something surprising or unexpected. This creates interest

develop your writing.
in the reader and leads you to explain what you mean, which will
! Using quotes. You wont be able to look up quotes when you

adds detail.
take the GED test, but you can remember things that friends or family members have said to you. Using someones exact words
Conventions of EAE (Edited American English): Are there language mistakes, like spelling and grammar?
AE is Edited American English. Basically, EAE is the standard grammar, spelling, use of words, and sentence structure that
is taught in classrooms around the U.S. The idea of this standard language is to make sure that writers in English can communicate with each other. That means avoiding slang, online shortcut spellings, or confusing sentences. You should be as clear as possible, and have as few mistakes as possible. If you have some gaps in your knowledge of English spelling, grammar, and punctuation, it can be difficult to avoid mistakes. The most important thing is to be clear, so that someone else can easily understand you. Here are some guidelines to help:
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! Before you take the test, try to identify common mistakes that
people can improve their writing a lot by focusing on a few
you make in your writing and learn how to correct them. Most common errors that they personally make, instead of studying lots of errors that other people make. Having other people read your writing and let you know what mistakes make it harder to read is a good way to find the errors you need to study.
! Try to write in simple, complete sentences. Dont try to write

something complex. If your sentence is getting really long, maybe you can divide it up into shorter sentences. Make sure every sentence has a subject, a verb, and a complete thought.
! Read your essay to yourself. Try to hear the words in your head,
as if they were spoken by someone else. Does it make sense to what youre trying to say? you? Would it make sense to a stranger who didnt already know
! Make sure youre putting punctuation at the end of sentences,

are easy fixes to remember and improve your writing.
starting sentences with a capital letter, and capitalizing I. These
The most important thing is to be clearly understood. If you have difficulty with sentence structure, write in short, simple sentences. Avoid overcomplicating what youre trying to say. And watch for the mistakes that you know are common in your own writing.
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Word Choice: Did I choose the best words to say what I mean?
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he best way to improve your word choice is to improve your vocabularyhow many words you know. Its not always
easy to improve your vocabulary quickly, though. The best way to improve your vocabulary is to read a lot and pay attention to the new words that you find. Have a plan to figure out what the words mean. Still, its a slow process, and there are some guidelines you can follow to improve your word choice.
! Dont use words you dont know. Using the wrong word is much
worse than using a simple, more general or overused word.
! Be specific. Dont say person when you could say doctor or

mean.
driver or any more specific word to describe the person you
! Think in advance of words to avoid or to use. Make notes for

yourself of words to use or avoid:
* Words to use:

* Words to avoid:

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! Recognize words that are overused and too general. Here is a

list of overused or general words to try to avoid. Write down these words: more specific, engaging synonyms that you can use instead of
* very

* really

* bad

* good

* great

* many, a lot

* big

* small

* like

* happy

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* hard, difficult

* help

* important

* interesting

* know
Look in your own writing for words that are very general, and add them to the list:
* Word: * Word: * Word: * Word:
Synonyms:
Synonyms:
Synonyms:
Synonyms:
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* Word: * Word: * Word: * Word: * Word: * Word: * Word: * Word:
Synonyms:
Synonyms:
Synonyms:
Synonyms:
Synonyms:
Synonyms:
Synonyms:
Synonyms:
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How to Time Your GED Essay
he GED essay is a timed, 45-minute test, so youll need a strategy for finishing on schedule. For many students, writing
under a time constraint is a lot more difficult. You dont have a lot of time to think about what youre going to write and how youre going to write it. It helps to time your writing when youre preparing for the GED, so youll be comfortable writing a timed essay on the test.
Freewriting: Getting Used to Writing
f you have difficulty writing a timed essay, start out by using daily writing exercises. Find questions or suggestions of things to write
about, and write for 5 or 10 minutes a day, without stopping. That helps you write faster, so youre not stuck on a blank page. This is called freewriting. Remember, it doesnt matter what you write, just keep writing. Here are some freewriting topics to get started: Your favorite color A childhood memory A memorable moment Your childhood hero Your first memory Your favorite relative What makes you angry Your first kiss A gift you gave someone else Your favorite pet The best holiday A fight with your parents A bad hair day Your best friend What makes you happy What makes you sad Your best birthday present What made you laugh
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What made you cry What youll never forget When you let someone down Your favorite photograph Your favorite dessert What you dont understand Your favorite relative Something thats red Something thats yellow Something thats orange Something thats ugly The happiest day of your life Your favorite everyday activity How your family helps you The best food
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When you forgot something Something from the past Your favorite movie Your favorite book Your scariest memory Something thats blue Something thats purple Something thats green Something thats beautiful Something thats peaceful The most useful thing Making time for yourself Ways youre like your parents
How youre not like your parents A favorite childhood toy Practicing freewriting will help you write more easily, and it will also make you think about events and details in your life. You'll remember the ideas you wrote about, and you will be able to draw on them for your GED essay.
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Writing a Timed Essay
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oure going to need to write an organized, 4 to 6 paragraph GED essay in 45 minutes. Heres a time plan for the GED
essay test:
! Reading the question and brainstorming: 10 minutes ! Organizing your ideas: 5 minutes ! Drafting your essay: 20 minutes ! Reading and editing your essay: 10 minutes
This is a guideline to get you started. You might need more time to brainstorm, or more time to write. The only way to customize your GED time schedule is by practicing GED-style timed essays. In the section Essay Prompts, youll find GED prompts to help you write practice essays. Try writing one without worrying about time, and see how long it takes you to go through the writing process. Then, try a timed essay. Adjust your time plan to your personal writing style. Youll go into the GED essay completely prepared.
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Common Mistakes and Problems
he best way to pass the GED essay is to understand what the readers are looking for. What makes a good GED essay? A
good essay completely answers the prompt, stays focused on the topic, is clear and easy to understand, makes sense, and supports its ideas with details. A great essay will also be interesting to read. There are a few pitfalls that you need to avoid, to keep your essay on track:
Not Writing Enough
f you only write one paragraph, youre not including enough details and completely answering the prompt. You also might
have problems keeping your writing organized. Although the GED essay isnt very long, extremely short answers rarely pass. To write a complete essay, youll want 46 paragraphs. Make sure the first paragraph is a good introduction, the beginning of your essay. The last paragraph should be a good conclusion, the end of your essay. That leaves 24 middle paragraphs for details. The problem is thinking of the details, and how youll stay on topic. With a little practice, its not too hard. In fact, the essay portion of the GED is one of the easiest areas to improve in.
Not Answering the Question
ot answering the question for the GED essay can be a direct road to failure. The prompt tells you what to write about,
so its your best guide for writing your essay. Read the prompt
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carefully before you start thinking about your essay, and before youre ready to actually write your essay into the test booklet, read the prompt again to make sure youve stayed on target. Giving the reader what the prompt asks for is essential. On some issues, you may not know what position to take. You might be torn between one side of an issue and the other, and not know what side is best. It doesnt matter what side you take, but taking one side or the other is important. In general, its easier and more focused to take one side of an issue than to try to argue a complex point with pros and cons on both sides in a short essay.
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Not Staying on Topic
ot staying on topic shows that you dont have enough details or support for what youre trying to say. Youre starting to talk
about other things. Youre not developing your main thought and your response to the prompt. Youll get a lower-scoring essay if you dont stay on topic. But you also cant repeat yourself. That means youll need to think of enough relevant things to say. One of the best ways to stay on topic is to relate the topic to a personal experience or lesson you learned in your life. This will give you real-life details and examples to use in your essay. Theres one thing that you definitely know about, and thats your own life. The more you can relate the question to your personal experiences, the more youll have to say, and the easier it will be to stay on topic. Just be sure to relate everything you say back to the question. After you write about an experience or event, explain to the reader why it supports your main idea or your answer to the question. Its your job to make sure the reader can clearly make the connection.
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Not Giving Details
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f you find yourself saying, People think... or Some people say... you want to look out for details. You cant write your essay in
generalities. Take a look at this paragraph:

For children, its very important that their parents love them. Parents have a responsibility to teach children to be good people and to feel good about themselves. That starts with love. Without love, children cant learn to become good people.
This paragraph sounds a little redundant because it doesnt have a lot of detail. It talks about children and parents instead of specific people. It doesnt give any examples. It ends up a bit boring. How can details improve it? Take a look at this paragraph:
One of the most important parts of being a parent is loving your children. When my sons teacher told me my son had cheated on his test, I was angry. I wanted to punish my son to show him that cheating was wrong. I realized, though, that I needed to love my child first and foremost. Instead of yelling at my son, I asked him what had happened and learned that he was having a very difficult time in school. We were able to discuss why cheating was wrong and talk through my sons problems. Weve got a lot to work on, but love and understanding were the keys to beginning. Without love, children cant learn to become good people.
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This paragraph has a lot more detail, because it tells a story that gives an example of what its talking about. It could have even more detail, by telling the sons name and age, and what his problems at school were. Those details might make it more engaging to read. The more detail you include, the better your writing will be.
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Not Being Able to Think of Anything to Write
ou wont know what the GED essay prompt will be in advance, and many students are concerned that they wont be able to
think of anything to write about. If youre prepared, though, it will be much easier to think of what to say. First, practice writing timed essays. That will give you practice thinking of what to say. After reading the question, start by brainstorming. Thats when the ideas start to flow. Second, think of some ideas in advance. Prewriting and writing practice will help with this, too. You wont know what the essay questions are in advance, but youll be able to think about types of things the GED might ask about. Remember, the GED prompt talks about your personal experience and knowledge. You have a whole lifetime of experience to draw from. Before you take the GED test, think about:
! Experiences you had as a child that were important to you. ! Goals you want to accomplish in the future. ! Things youve worked for and accomplished in the past. ! People who are important to you in your life.
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! People you admire, including famous people, teachers, or family

members.
! World events that had an impact on your life or your thinking. ! Difficult decisions youve had to make. ! Issues in politics that you feel strongly about. ! Arguments or disagreements youve had with people.
Thinking about these parts of your life will give you a lot of memories and ideas to draw on when you go to write your GED essay. You wont use all of them, but youre likely to find something that you can connect with the GED essay prompt.
It Just Doesnt Come Out Right on Paper
art of the problem with writing is not being able to get over the feeling that youre not doing it well enough. Your
thoughts dont sound the same when theyre written down. Well, the GED essay is not the time to try to be perfect. Its important to get the ball rolling, to start putting ideas down, even if they dont seem completely right at first. Sometimes its hard to get started, even if you have an idea of what you want to say. The good thing about writing about an event in your life is that you can write it as it happened start at the beginning, write until you tell the whole story, and stop. That helps. But a lot of the time it seems like it just isnt coming out right. Thats okay. Writing is a process. It doesnt just all come together at once. It doesnt have to be perfect when you write it
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down. It doesnt even have to be close! The most important thing is to get started. Using the writing process will help you get going, get organized, and say what you have to say. It may not be perfect, but it will be a lot better. Heres an overview of the writing process:
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1.
Prewrite. Start out by brainstorming what you remember, and just jotting down notes. You can just sit down and start writing, or you can make a map of things that are connected. Get your thoughts down dont worry about how it sounds.
2 . Organize. Try to put your thoughts in order if youre telling

a story, itll probably be simple, starting at the beginning and going to the end. Decide on something interesting to say in the introduction, and something important to tell people in the conclusion.
3. Draft. The draft doesnt have to be perfect. Use your notes to

write a beginning, middle, and end. Dont think its got to be perfect. Just get it down on paper.
4. Review. Read what you wrote. Itll probably sound better

grammar and spelling.
than you thought. But, youll still want to make some changes. Think if you can improve the structure or ideas, and also the
5 . Finalize. Rewrite your essay neatly to finish it. This is your

come a long way. Following a process for writing helps you get it on paper
final chance to make any little improvements. But youll have
much better than just trying to write without a plan. Heres a more detailed review of the writing process for the GED essay.
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The Writing Process
he idea that writing is a process is an important one to learn. What you write doesnt have to be perfect immediately. You
cant magically write a great essay off the top of your head. Even if you can, going through a writing process will make it even better. Following a process in your writing is the best way to improve it. The writing process for the GED essay is a little different than the process for writing an essay at home. Thats because you have a limited amount of time and a particular format to follow. Heres a writing process, specially designed for the GED essay:
Reading the Prompt
tart by reading the essay prompt. The prompt is your guide to writing your whole essay. Youll have scratch paper to help
you prepare your essay, so list all the elements in the prompt youll need to address. Heres an example prompt:
Sometimes, we dont know in advance how well react to a new situation. Describe a time when you were faced with a new or difficult situation and explain your reaction. Do you wish youd acted differently? Why or why not? Use your personal observations, experience, and knowledge to support your essay.
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Note everything that you need to pay attention to in this prompt. Your notes might look like this:
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at i o n u t i s f i cu l t f i d r o A new ct i o n? a e r s my a w t nt l y? Wha e r e f f t e d di c a I Wish y n ot? h w / y Wh t ai l s . e d e s U
Make sure you understand what the prompt is asking and that you include everything the prompt asks for.
Brainstorming Ideas
nce youve read the prompt, its time to do some brainstorming. That means, thinking up ideas. Youve broken
up the prompt into all the different things it asks for, so be sure to include ideas for each area. There are many different ways you can brainstorm. Spend a couple of minutes figuring out the main thing youre going to write about. Then, try to think of as many relevant ideas and things to
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say about your main idea as possible. Youll need a lot of details to fill in your main idea and completely explain what you mean. Some brainstorming tools are:
! Brainstorming: Basic brainstorming means to just write down

whatever comes into your head, anywhere on a piece of paper. on your own. Some people even like to doodle in their brainstorming! Practice will help you understand what works best for you. Its easier to do with a friend, but you can practice brainstorming
! Questioning:
A good way to get ideas is to ask a lot of questions.
What would you want to know, if you were reading the essay? What questions does the issue raise for you?
! Freewriting: Freewriting means that you just pick up your pencil

and start writing on the topic. Write anything that comes to organized draft. mind! Then, you can use your freewriting as ideas to write an
! Visualizing: If youre a visual person and like pictures, you can

close your eyes and try to picture things related to what youre writing about. You can draw pictures or sketches about what you want to say, and then use that to help you find the right words. Visualizing can help you come up with a lot of visual details.
! List of Ideas: This is just writing down your ideas in a list. Then,
you can organize them later.
! Idea Web: A web is a visual organizer to help you think of ideas

in the center, and then write down related ideas nearby. Link them with lines to show what ideas go with each other.
and track their relationships with each other. Put your main idea
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Different methods of brainstorming work best for different people. Find out what works best for you by experimenting with different kinds of brainstorming.
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Organizing Your Ideas
nce youve gotten some ideas together through brainstorming, its time to get organized. That means putting your essay
together, with a beginning, a middle, and an ending. Your ideas need to be in a logical order, so it makes sense to the reader. Organizing your ideas puts them in an order that will help you write your essay. This is an intermediate step to get from brainstorming to a complete essay. It helps to group your ideas according to the structure youll use for your essay. Organize your ideas for your introduction. Include an attention-grabbing sentence, like a question or a surprising statement, to start your introduction. This will help get the reader interested in what youve got to say. Your introduction will also need to state your main idea. Give the short answer to the question. Whats your main focus of the whole essay? Finally, youll want a transition to the rest of your essay. What ties the introduction with what comes next? As you're organizing, you might decide not to use all of your ideas, and you might think of new ideas to include. Thats part of the writing process. Next, organize your ideas for the middle of your essay. Decide how many paragraphs youll have (usually 24). Each paragraph will have a main idea, so write down your main idea for each paragraph. The main idea of each paragraph needs to support, or
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tell more about, the overall main idea of your essay. It needs to relate to the introduction. Put together details that go in each paragraph. The details need to support, or tell more about, the main idea for the paragraph. Then, try to think of a transition for each paragraph in the middle of your essay. How does this paragraph tie to the next paragraph? Whats the logical link between the two? Finally, you need to organize your ideas for your conclusion. Dont just restate things youve said before. Come to some conclusion, or result, based on what youve written. Summarize what youve said, but focus on why its important. Expand on what youve said, too. How does it apply to the rest of the world? Other people? Bigger issues? Can you link it to new and bigger ideas? End with a strong final sentence, one that really makes the reader think. A question is a good idea here, too... something to apply what youve been talking about to big ideas.
Writing Your Draft
f you have all your ideas organized and down on paper, writing your draft should be straightforward. Follow your outline, to
put together your ideas into a full essay. Pay attention to writing complete, clear, easy-to-understand sentences and staying on the topic. If you come up with new ideas while youre writing, thats okaybut dont let it lead you away from what you really want to say. Try to write neatly in the test booklet, so the reader can understand what youre saying.
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Reviewing Your Draft
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nce youve drafted your essay, go back and read through it. Look for misspelled words, or incorrect words. You can make
minor changes to spelling and punctuation, but dont fill up your paper with revisions. That will make it difficult to read. If you think of something to add, you might consider putting it at the end of your essay. But if its something minor, you might choose to leave it out. If youve followed the writing process, you should have a well-organized, easy-to-understand essay that stays on topic and answers the essay prompt.
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Example Essays
eres a typical GED-style essay prompt and sample GED essays that would score around 1, 2, 3, and 4. Compare these essays to
the self-scoring system in the Self-Scoring System section following the practice essay prompts, to see if you understand how the GED essay is scored. These example essays respond to the prompt:
Should the legal drinking age be 18, the same as the age teenagers can vote and be drafted? In your essay, identify whether you think the legal drinking age should be 18 and explain why or why not. Use your personal observations, experience, and knowledge to support your essay.
Score: 1
his essay has a few problems. First, it doesnt really answer the question. It talks about drinking, but its not giving an
opinion on whether the legal drinking age should be 18. Instead, it talks about why teenage drinking is bad. Second, its too short. It doesnt have good organization, and that makes it difficult to follow. It also means that the essay doesnt have good details. Finally, the writer makes a few grammar and spelling mistakes.
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This writer would benefit from understanding what GED readers expect from a GED essay. An essay that stays on topic and is well-organized will get a much better score.
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not be dr in ki ng , d ul o sh rs ge na ee T gh bi g p ro bl e m in hi a 's t ha T . y a w ny a a re dr in ki ng a ll rs ge na ee t n he sc ho o ls , w n ki ds get int o he t d An . e m ti he t t he ir dr un k a nd e us ca be le ub ro t ca n le a d t o m o re y he t s e im et m so , fo r e xa m p le . e in ca co e lik s, w o rs e dr ug t hi nk bl e m , a nd I do n' t ro p g bi a is s hi T m uc h di ff e re nc e s ke a m ge a ng t he dr in ki t o do is ta ke d e ne le p o e p t t o it . W ha so t he ir not r, e t t be ds ki ir he ca re o f t . ub le a ll t he ti m e get ti ng int o t ro
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Score: 2
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he next essay gets a 2. It does a better job of answering the question and staying on the topic than the first essay, but
it doesnt have very much structure. Its all crammed into one paragraph. The beginning isnt an opening sentence. Instead, the writer just says, Yes, I think it should be 18, without really saying what he or she is talking about. A GED essay is a kind of formal writing. Its not like having a conversation. Anyone should be able to pick up your essay, start reading, and understand what youre talking about, without having read the question. The essay is also too general. It only gets specific once, when it talks about the writers grandfather. But the example doesnt really apply to the writers main idea. Its moving off topic.
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18, be ca us e th at 's Ye s, I th ink it sh ou ld be ad ult . Wh en a wh en yo u get to be an n liv e on th eir ow n te en ag er is 18, th ey ca ca n vote an d be or go to co lle ge . Th ey ey ca n do lot s of dr af te d, lik e it sa ys . Th ha ve se x, to o. It th ing s. Th ey ca n leg all y yo u co uld do th os e do n't ma ke se ns e th at to dr ink . Dr inking is th ing s an d not be ab le vin g se x, I th ink . Or not as big a de al as ha Dr inking ca n ca us e gett ing dr af te d, eit he r. pr ob lem s fo r pr ob lem s, bu t it ca us es ag er s, so th at 's not en te st ju t no , ne yo er ev of old pe op le ha ve th e be st ar gu me nt . Lots mb er my gr an dfath er dr inking pr ob lem s. I re me an d he die d of liv er ha d a dr inking pr ob lem , . I gu es s pe op le get dis ea se wh en he wa s 79 tu rn 18, an d th at to be ad ult s wh en th ey de cis io ns , go od on es me an s th ey ca n ma ke g th e dr inking ag e an d ba d on es . By ma kin so th at ad ult s ca n't dif fe re nt , yo u ma ke it s ev er yo ne 's rig ht ma ke de cis io ns . An d it' io ns on ce th eir an to ma ke th eir ow n de cis ad ult .
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Score: 3
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he following essay is a 3. It stays on topic, answers the question, gives reasons for the writers answer, and gives
some details, although theyre general details, like listing things people can do at 18 years old. The sentences are a little rambling, and the conclusion doesnt give any new information. Still, this essay has a structure, is clear, and answers the question. Its got a beginning, a middle, and an ending. Overall, this is pretty good.
sh ou ld be ch an ge d Th e leg al dr inking ag e ite d St at es . Th e to 18 all ac ro ss th e Un fe re nt in dif fe re nt dr inking ag e no w is dif pla ce s th e dr inking loc at io ns , an d in ma ny pa rate d ou t fro m ag e is 21. Dr inking is se ag er s st ar t to get ot he r rig ht s th at te en as votin g, be ing as th ey gr ow up , su ch to liv e on th eir ow n. dr af te d, an d be ing ab le of be ing an ad ult , an d All of th es e ar e sig ns th ing 18- ye ar-o lds yet dr inking is th e on e ar en 't all ow ed to do . e ad ult s. Th ey ca n Fir st , 18- ye ar-o lds ar er an d ot he r cr im es leg all y be tr ied fo r mu rd sy st em . Th ey ca n get as ad ult s in th e leg al ow n, wi th ou t th eir ma rr ied an d liv e on th eir
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od re as on to st op pa re nt s. Th er e's no go yo u'r e an ad ult , yo u ad ult s fro m dr inking . If ink . sh ou ld be all ow ed to dr ing ag e is 18, pe op le Se co nd , if th e dr ink ve so me dr ink s wi th wh o ar e 18 or 19 an d ha y or so me ot he r th eir fri en ds at a pa rt g th e law . Th at ev ent wo n't be br ea kin ar re st ed fo r dr inking . me an s, th ey wo n't be ha ve to pa y fo r Th e go ve rn me nt wo n't ha vin g a tr ia l, all pu tt ing th em in ja il or th at sh ou ldn 't be a be ca us e of so meth ing inking liq uo r at a cr im e at all . An ad ult dr ta xp ay er s sh ou ld pa y pa rt y isn 't so meth ing y so me on e fo r. mo ne y to ar re st an d tr s wh y th e dr inking Th e tw o ma in re as on at 18- ye ar-o lds ar e ag e sh ou ld be 18 ar e th wa r an d die fo r th eir ad ult s, wh o ca n go to g to ar re st an d co untr y, an d th at pa yin or 19 fo r dr inking is tr y pe op le wh o ar e 18 re as on to st op wr on g. Th er e is no go od en th ey 're 18, wh en pe op le fro m dr inking wh ot he r ad ult th ing s th ey ca n do all kin ds of at th at ag e.
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Score: 4
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he final essay isnt perfect. The organization of the middle paragraphs isnt completely clear, and there are a few minor
mistakes. Still, the essay takes a stand and defends it. Its organized, with a beginning, a middle, and an ending. And, the writer uses a lot of details. The writer gives three real-life examples from her own teenage years that fit with what shes trying to say. Thats giving support from your experience. The writer also knows that car insurance premiums are higher for 18-year-olds. Thats giving support from your knowledge. This essay does a good job bringing together specifics to argue the writers position.
not ad ult s. Th e Eig ht ee n- ye ar-o lds ar e ar-o ld bo y ca n be law sa ys th at an 18- ye rd er , bu t th e law dr af te d or tr ied fo r mu dr inking ag e sh ou ld is wr on g. An d th e leg al d to 18. Th e leg al ce rt ain ly not be ch an ge dr inking , ga mb lin g, ag e fo r be ing dr af te d, he r ad ult activ iti es gett ing ma rr ied , an d ot lea st 21. sh ou ld be ra ise d to at s old , I ha d se x wi th Wh en I wa s 18 ye ar leg al act at th at my bo yf rie nd . Th at 's a e bir th co nt ro l. I ag e. I did n't th ink to us co ns eq ue nc es to my did n't wo rry ab ou t th e an d it ch an ge d my fu tu re . I got pr eg na nt ,
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d got dr un k, cr as he d lif e. My 18- ye ar-o ld fri en d die d. It en de d he r he r ca r int o a wa ll, an rie nd jo ine d th e lif e. My 18- ye ar-o ld bo yf en de d his lif e. We ar my an d die d in Ira q. It e st an da rd s of th e we re all "a du lts " by th e wr on g ch oic es . law . Yet we all ma de th es . In th is ca se , Th ey we re n't ad ult ch oic
th e law is wr on g. ag e to 21 wo uld Ra isi ng th e dr inking ce to gr ow up mo re giv e te en ag er s a ch an re befo re th ey 're an d be co me les s im matu y to dr ink . Alt ho ug h giv ing th e re sp on sib ilit st op my fri en d fro m th e dr inking ag e did n't ca r, at lea st a kil lin g he rs elf wi th he r au th or iti es so me hig he r dr inking ag e giv es im matu re te en ag er s po we r to tr y to st op tt ing ad dicte d to fro m ta kin g liv es or ge ag e ma ke s it mo re alc oh ol. A hig he r dr inking d let s te en ag er s dif fic ult to get liq uo r an t ac ce pt ab le fo r kn ow th at dr inking is no th em . r ins ur an ce At 18 ye ar s old , yo ur ca y? Be ca us e yo u'r e pr em ium s ar e hig he r. Wh
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yet. Yo u ha ve n't not a ve ry go od dr ive r g, an d yo u'r e mo re be en dr ivi ng fo r ve ry lon cid ent. If yo u'r e lik ely to get int o an ac be mo re lik ely to all ow ed to dr ink , yo u'l l an mo re ac cid ents dr ive dr un k. Th at wi ll me
fri en d's . an d mo re de at hs , lik e my , ju st be ca us e Th e ar gu me nt th at to go to wa r or 18- ye ar-o lds ar e all ow ed be all ow ed to dr ink ha ve se x, th ey sh ou ld at 18- ye ar-o lds is wr on g. I fo un d ou t th ha ve se x. I fo un d sh ou ld not be all ow ed to ou ld not be all ow ed ou t th at 18- ye ar-o lds sh ou t th at 18- ye arto go to wa r. I fo un d ed to dr ink . Let old s sh ou ld not be all ow ad ult s befo re th ey te en ag er s tr uly be co me ilit ies . ta ke on ad ult re sp on sib
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Essay Prompts
se the following prompts to write practice GED essays and improve your essay writing skills. You can learn to evaluate
your essay writing skills with the self-scoring system that follows.
Topic 1
What are three qualities you value in a friend? In your essay, describe those qualities and explain why they are important to you. Use your personal observations, experience, and knowledge to support your essay.
Topic 2
Many American children watch 3 or more hours of television a day. Is watching television a good or bad influence on children? Use your personal observations, experience, and knowledge to support your essay.
Topic 3
What would your perfect job be? Identify your perfect job and explain why that job would be perfect for you. Use your personal observations, experience, and knowledge to support your essay.
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Topic 4
Why do you want to get your GED certificate?
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In your essay, explain what you hope to gain by passing the GED. Use your personal observations, experience, and knowledge to support your essay.
Topic 5
A picture is worth a thousand words. Think of a time when a picture or image was important in communicating to you. Tell about that time and explain how the picture or image was important. Use your personal observations, experience, and knowledge to support your essay.
Topic 6
Would you rather own a truck or a passenger car? In your essay, explain why one vehicle would be better for you. Explain advantages and disadvantages of each kind. Use your personal observations, experience, and knowledge to support your essay.
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Topic 7
How has the invention of the Internet affected everyday life? In your essay, explain how the Internet has affected you and the world around you. Use your personal observations, experience, and knowledge to support your essay.
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Topic 8
What is the most important invention? Choose an invention that has affected your life and explain why you think its the most important invention. Use your personal observations, experience, and knowledge to support your essay.
Topic 9
What is the greatest problem facing our country today? Explain what issue you believe is most important to our country and why it is important to deal with this issue. Use your personal observations, experience, and knowledge to support your essay.
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Topic 10
Two-thirds of U.S. adults are overweight or obese.
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In your essay, explain what factors cause American adults to become and stay overweight. Use your personal observations, experience, and knowledge to support your essay.
Topic 11
Many children have a favorite place that makes them feel safe, happy, and secure. In your essay, describe a location where you felt safe or happy as a child. Why was that location special to you? Use your personal observations, experience, and knowledge to support your essay.
Topic 12
Some people like cats, and others prefer dogs. In your essay, explain whether you prefer cats or dogs and why your preference makes a better pet. Use your personal observations, experience, and knowledge to support your essay.
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Topic 13
Each of us has heroes we admire. In your essay, describe someone you consider a hero and how that person has helped you in your own life. Use your personal observations, experience, and knowledge to support your essay.
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Topic 14
Mahatma Gandhi is credited with saying, An eye for an eye makes the whole world blind. Do you agree or disagree with an eye for an eye retribution for wrongdoing? Use your personal observations, experience, and knowledge to support your essay.
Topic 15
What is the value of education? Explain how education is important to both society and the individual. Use your personal observations, experience, and knowledge to support your essay.
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Self-Scoring System
f you can learn to score your own essay, you can know that youre writing a 3 or 4 essay on the GED exam. Use this self-scoring
system to calculate the GED score for your practice essays. You can also use this self-scoring system to get friends or family members to help you score your practice essays.
Question
Score
For each question, choose the one answer that best describes your essay. 1. Ask Yourself: Did you answer the essay question clearly, with one main idea, and stay focused on your idea? A) My essay clearly answers the question with a wellfocused main idea. ........................................................... (4 pt.) B) I have a main idea based on the essay prompt. ............... (3 pt.) C) I talk about the prompt, but my essay doesnt always stay focused on one clear main idea. ............................... (2 pt.) D) I tried to answer the question, but I had trouble finding a main answer and my essay doesnt stay on topic very well. .................................................................................... (1 pt.) 2. Ask Yourself: Does your essay have a clear organization, with a beginning, middle, and an end? A) My essay has a clear and logical beginning, middle, and end thats easy to see and appropriate for the essay. . ............................................................................... (4 pt.) B) My essay has a beginning, middle, and end, giving it a logical organization. .................................................... (3 pt.) C) I tried to organize my essay with a good beginning, middle, and end, but I wasnt always successful. ............ (2 pt.) D) My essay doesnt have much organization or paragraph breaks. ............................................................. (1 pt.)
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3. Ask Yourself: Does your essay develop your ideas, giving good examples and details? A) My essay has good details and examples that help develop the idea very well. .............................................. (4 pt.) B) My essay has some details and examples that support the main idea. ...................................................... (3 pt.) C) My essay talks about things in general instead of using specific details or has lists as details. . .................... (2 pt.) D) My essay has few details or the details dont really talk about the main idea. .................................................. (1 pt.) 4. Ask Yourself: Does your essay have good grammar and spelling? A) My essay doesnt have any grammar or spelling mistakes and is easy to follow. ........................................ (4 pt.) B) My essay has a few grammar or spelling mistakes, but its still pretty easy to read. ........................................ (3 pt.) C) My essay has some grammar or spelling mistakes that make it a little difficult to read. ................................. (2 pt.) D) My essay has a lot of grammar and spelling mistakes. ............................................................................ (1 pt.) 5. Ask Yourself: Did you choose the best words to say exactly what you mean? A) My essay uses a variety of words, and I chose words that say exactly what I mean. .......................................... (4 pt.) B) I used some pretty general words, but the words I used are appropriate. . ...................................................... (3 pt.) C) I used some words over and over, and sometimes I didnt quite use the right word. . ...................................... (2 pt.) D) My words are very general and limited, and sometimes I didnt use the right word. ............................................... (1 pt.)
Total: Divide by 5 to Get My GED Essay Score:

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Essay Writing Organizer
se this organizer to write practice essays. On the GED, it will help you remember important elements to keep your essay
structured and on topic.
Introduction
Attention Grabber:
Thesis/Main Idea:
Transition to Middle:
Body
Paragraph 1 Main Idea:
Details:
Transition to Next Paragraph:
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Details:
Details:
Conclusion
Summary:
Expanding on What You Said/New Ideas:
Strong Ending/Results:
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The Writing Multiple-Choice Test
mproving your essay is the quickest and easiest way to improve your GED writing score, since one point higher score on the
essay means a much higher overall score. However, the GED essay is only one part of the writing test, and you should be prepared for the multiple-choice portion of the test. What is the GED multiple-choice writing test like? Youll have 50 multiple choice questions to answer in 75 minutes. That means, on average youll have about 1 minutes per question. But, what youll find is 6 or so long readings, with about 8 or 9 questions about each. Like the reading test, because youve got a pretty big reading to deal with, its better to think of your time in chunks per reading than per question. For 6 readings, youll have about 10 minutes per reading, with 15 minutes or so left over. For the writing test, even more than in the reading test, you might not need to read through the whole reading. Most of the questions focus on one or two sentences. Read the question first, and use the longer reading for reference about what its talking about, or for organization questions. The readings on this test should not be difficult to read. Theyll be workplace and community documents (that is, letters, memos, or similar documents, like the reading test workplace documents), how-to texts that have instructions about how to do something, or informational texts, which are like articles that talk about a topic. The texts are 12 to 22 sentences long, about 200 to 300 words. The readings are good writing, except that they have some errors in them, on purpose. The multiple choice questions, for the most part, ask you to identify and fix those errors.
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The questions on the test fall into four categories.
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* About 7 to 8 questions (15%) will be organization questions.

These questions ask you to add, remove, or move sentences. Theyre testing whether you know where a sentence or paragraph belongs. You should understand topic, or main idea, sentences; organizing paragraphs into a beginning, middle, and end; and organizing writing into a beginning, middle, and end. And, of course, the writing needs to make sense!
* About 15 questions (30%) will be sentence structure questions.

These questions have to do with how the sentences are written. properly, and other elements that make a sentence correct. Youll need to identify fragments, run-ons, how to join sentences
* About 15 questions (30%) will be usage questions. These
questions are about using words correctly. Youll need to identify whether the right verb is used with the right subject. You should be familiar with how to use the right verb tense and how to use pronouns, too.
* About 12 to 13 questions (25%) will be mechanics questions.

These questions are about capitalization, punctuation, and spelling. The spelling questions will only be about possessives, contractions, and easily confused words like your and youre. Thats the content of the questions. The questions themselves are in several different formats.
* About 22 to 23 questions (55%) will be correction questions.

A correction question shows you a sentence (or a part of the reading) and asks you to choose which correction should be
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made to it. Sometimes, no correction is needed, and that will be one of the choices.
* About 17 to 18 questions (35%) will be revision questions. These

questions show a sentence or sentences with an underlined part. To answer the question, choose the best way to change the underlined portion. Youll always have the choice to leave it the way it is.
* About 10 questions (20%) will be construction shift questions.

These questions will ask you about rewording a sentence in a different way, or moving or deleting sentences, or changing paragraphs.
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Answering Writing Multiple-Choice ?s
he multiple choice section of the writing test expects you to have some knowledge of grammar, punctuation, and spelling.
It also expects some common-sense knowledge of organization and what sounds right in language. You have a lot of language knowledge, and you can supplement that by learning about some common mistakes. You might find that you know the right answer to some questions immediately. For other questions, youll have to think it through. To answer a multiple-choice writing question when youre not sure of the answer, ask:
? What sounds right? Read the sentence quietly to yourself, and

be able to hear the right answer, or at least eliminate some
read the sentence with the changes in the answer choices. Pause at each comma, so you can hear the punctuation. Youll often wrong answers. This works well for comma question, verb tenses, and some other common types of questions.
? Can I eliminate any wrong answers? Eliminating wrong answer

choices is especially helpful in the multiple-choice writing section, and youll be able to narrow down your choices to increase your chance of success. If theres anything that just doesnt make sense or doesnt sound right, eliminate it!
? Are there any common problems I can identify in the question

and answers? Take a look at the next section for common problems youll find on the test.
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Common Writing Problems
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ere are the most common writing problems youll run into. These are ones you should definitely know!
Commonly Confused Words

earn these commonly confused words youre most likely to run into on the test: Youre means you are. If you cant put you are in the sentence, the correct word is your. Theyre means they are. Test that in the sentence first! There means a place (over there), and their is possessive, meaning belonging to them. Its means it is. If you cant put it is in the sentence, the correct word is its.
Your/Youre There/Their/ Theyre
Its/Its
Commas
! A comma should come between each item in a series, like this:

John bought soda, milk, peas, and bread at the store.
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! Commas are used before the word for, and, nor, but, or,
yet, or so to join two complete sentences, but only if these words are joining two complete sentences.
I went to the store, and Bob stayed home.
" an d " j oi n s 2 c o mp l et e s ent ence s " an d " do e s not j oi n 2 c o mp l et e s ent en ce s
I went to the store and the mall.
! Look out for extra commas where they dont belong! If you
probably find these, because theyll sound wrong.
read the sentence with a pause where the commas are, you can
I worked nine hours today, and then I went, to the store and picked up the kids.
Wr o n g !
I worked nine hours today, and then I went to the store and picked up the kids.
R i ght!
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Run-ons and Fragments
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! A fragment often begins with a word like because, while,

happened because, while, although, or when. For example:
Because I was late. My boss yelled at me.
although, when, or a similar word, but it doesnt tell you what
Wr o ng!
Correct this by changing the period to a comma:

Because I was late, my boss yelled at me.
R i ght!
! Run-ons are often comma splices, two sentences joined with

only a comma:
I was late, my boss yelled at me.
Wr o ng!
Possible corrections:
I was late, so my boss yelled at me.
R i ght!
I was late. My boss yelled at me.
R i ght!
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I was late; my boss yelled at me.
R i ght!
Because I was late, my boss yelled at me.
R i ght!
Verb Tense
! Make sure the verb matches the subject:

My friends is always helping me.
Wr o ng!
My friends being always helping me.
Wr o ng!
My friends are always helping me.
R i ght!
! Make sure the verb tense makes sense. Look at what the sentence
is saying to see if its using the right words.
The salesman will arrive last week.
Wr o ng!
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The word will shows youre talking about the future but last week is in the past!
The salesman arrived last week.
R i ght!
My Notes
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Multiple-Choice Practice Questions

Tit l e
How to Make a Birthday Card
(A) (1) If you want to give a special gift instead of just buying a card from your local drugstore, try making a Birthday card yourself. (2) Youll need a piece of letter-sized cardstock or heavy paper, scissors, glue, and colored pens. (3) Plus, find things to decorate the card with: glitter, ribbons, yarn, buttons fabric, colored paper, magazine clippings, photos or memorabilia, wrapping paper, stencils, or anything colorful and fun! Letters identify (B) pa r agr aph s (4) First, fold it in half along the longer side, so that you have a card. (5) Identify the front, back, and inside of your card. (6) Remember that the card should open on the right-hand side. (7) Now, all you need to do is decorate your card. (C) (8) Spend some time thinking of ideas to decorate your card. (9) Is there special memories you share with the person whose birthday youre celebrating? (10) What qualities does that person have? (11) What does he or she like? (12) In addition, think about what you want to say in your card. (13) The more personal youre card is, the better it will be. (D) (14) You might look for a special quote or poem to include. (15) You can print it out in a nice font, or write it on the card yourself. (16) Youll definitely want to include a Happy Birthday! and sign your name. (E) (17) Once you have all your ideas. (18) Start decorating! (19) Cut out all your materials and place them on the card before you start gluing. (20) You can move the materials around until you have been happy with how it looks. (21) When everything is laid out, glue your materials in place, and then draw or color additional decorations and add your handwritten text. (22) Let the glue dry, youll have a unique and priceless birthday card. Sentence s a r e
numbe r e d
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1. Sentence 1: If you want to give a special gift instead of just buying a card from your local drugstore, try making a Birthday card yourself. Which is the best way to write the underlined portion of this sentence? If the original is the best way, choose option (1). 1) try making a Birthday card 2) trying to make a Birthday card 3) try making a birthday card 4) try making a Birthday Card 5) tried to make a Birthday card 2. Sentence 3: Plus, find things to decorate the card with: glitter, ribbons, yarn, buttons fabric, colored paper, magazine clippings, photos or memorabilia, wrapping paper, stencils, or anything colorful and fun! Which correction should be made to sentence 3? 1) Add a comma after buttons 2) Remove the comma after clippings 3) Change to decorate to decorating 4) Remove the word and 5) No correction is necessary. 3. Sentence 4: First, fold it in half along the longer side, so that you have a card. Which correction should be made to sentence 4? 1) Add a comma after you 2) Remove you 3) Change have to has 4) Change it to the cardstock 5) No correction is necessary.
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4. Sentences 56: Identify the front, back, and inside of your card. Remember that the card should open on the righthand side. If you rewrote sentences 5 and 6 beginning with When identifying the front, back, and inside of your card, the next words should be 1) open the card to the right 2) remember that the card should open 3) the right-hand side should be the card 4) should open on the right-hand side 5) on the right-hand side, should 5. Sentence 9: Is there special memories you share with the person whose birthday youre celebrating? Which correction should be made to sentence 9? 1) Change there to theyre 2) Change there to their 3) Change whose to whos 4) Change Is to Are 5) No correction is necessary. 6. Sentence 12: In addition, think about what you want to say in your card. Which revision should be made to the placement of sentence 12? 1) Remove sentence 12 2) Move sentence 12 before sentence 8 3) Move sentence 12 to follow sentence 8 4) Move sentence 12 to the beginning of paragraph D 5) Move sentence 12 to follow sentence 16
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7. Sentence 13: The more personal youre card is, the better it will be. Which correction should be made to sentence 13? 1) Change will be to was 2) Change youre to your 3) Change is to are 4) Change it to they 5) No correction is necessary. 8. Sentences 1718: Once you have all your ideas. Start decorating! Which is the best way to write the underlined portion of these sentences? If the original is the best way, choose option (1). 1) all your ideas. Start 2) all youre ideas. Start 3) all your ideas, start 4) all your ideas, and start 5) all your idea. Start 9. Sentence 20: You can move the materials around until you have been happy with how it looks. Which is the best way to write the underlined portion of this sentence? If the original is the best way, choose option (1). 1) until you have been happy 2) until you will be happy 3) until you were happy 4) until you is happy 5) until you are happy
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10. Sentence 22: Let the glue dry, youll have a unique and priceless birthday card. Which is the best way to write the underlined portion of this sentence? If the original is the best way, choose option (1). 1) glue dry, youll have 2) glue dry, youll has 3) glue dry, and youll have 4) glue dry, youll have had 5) glue dry, youll had
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Practice Question 1
his is a revision question. Because a portion of the sentence is underlined, you know where to look for the error. That
makes it a little easier. If you can spot the error right away, thats great. Just look for it in the answers. Otherwise, take a look at the answer choices to try to think through which ones right. The first answer is always the same as the sentence, so skip it at first. The second one changes try to trying. If you read the sentence through to yourself, changing try to trying, youll see that it doesnt sound right:
If you want to give a special gift instead of just buying a card from your local drugstore, trying making a Birthday card yourself.
Answer 5 is similar. It changes try to tried. That will also likely sound wrong to you:
If you want to give a special gift instead of just buying a card from your local drugstore, tried making a Birthday card yourself.
Trust your ear! If it sounds wrong, it probably is wrong. The other two answers have to do with capitalization. Capitalization is something you cant hear. Should birthday, card, or both be
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capitalized? Theyre not proper nouns, because its not the name of a specific birthday card, so it shouldnt be capitalized. Another way to check your answer is to look through the rest of the writing. Scan it for the words birthday card. Remember, most of the writing doesnt have errors. In sentence 22, youll see that birthday card is all lowercase. Thats a clue to how it should be written. The correct answer is 3.
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Practice Question 2
his is a correction question. The sentence may or may not have an error, and you need to see if you can identify it. Read
the sentence through to yourself, pausing at the commas. Do you hear a problem? You might find that buttons fabric sounds odd. There should be a comma between them. Thats answer 1. If you dont hear the problem, try reading through the sentence with all the different answer choices. The wrong answers will probably sound wrong to your ear, and the right answer will sound okay. If you remember the rule for using commas in a series, to put a comma between each item in a group, youll also be able to find the correct answer.
Practice Question 3
uestion 3 is another correction question. Try reading through the sentence with each of the corrections. The first three
should all sound odd. A comma after you isnt needed. Theres no series, and nothings being joined. Removing you takes out the subject of that clausethat have a card doesnt make any
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sense! Changing have to has should also sound wrong, since the subject you and the verb has dont go together. That leaves changing it to the cardstock. It sounds okay, but is there a reason to make the change? And does it make sense in the whole reading? Read the paragraph through. Sentence 4 is the first sentence. What does the word it mean? Whats it talking about? It doesnt really say. Thats a problem. A pronoun like it has to refer to something. The writing needs a noun for the pronoun to refer to. You can probably guess that it means the cardstock, but it doesnt tell you. Thats why the change is needed. Answer 4 is correct.
Practice Question 4
uestion 4 asks you to reword a sentence. Sometimes youll come across a question that asks you how you might start
a reworded sentence, or what the next words would be. Start by going through the answer choices and seeing what the whole sentence might sound like, if you started with those words. If you cant think of any way to complete the sentence, or it just sounds wrong, thats probably not the right answer. The best choice is answer 2. The whole sentence would make sense and mean exactly the same thing as the original sentences: When identifying the front, back, and inside of your card, remember that the card should open on the right-hand side.
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Practice Question 5
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uestion 5 is a correction question. Three of the answers are spelling issues, so you cant use your ear to see if they sound
right. Instead, use what you know about spelling. If you know that theyre means they are, you can read through the sentence with they are in place:
Is they are special memories you share with the person whose birthday youre celebrating?
That definitely doesnt sound right! What about their? Thats possessive. It means belonging to them. Does the word there in the sentence indicate something belonging to them? Maybe special memories? Try it:
Is special memories belonging to them you share with the person whose birthday youre celebrating?
That doesnt make a lot of sense. You can eliminate answers 1 and 2. Answer 3 changes whose to whos. This ones less common, but its similar to your and youre. Whos is a contraction, meaning who is. Again, you can try substituting it into the sentence:
Is there special memories you share with the person who is birthday youre celebrating?
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That doesnt sound right either. You can eliminate that answer. The last answer is changing Is to Are. Try it in the sentence.
Are there special memories you share with the person whose birthday youre celebrating?
That should sound better. You might have already caught that Is there special memories? sounds wrong. The problem is that memories is plural, so you need a plural form of the verb (are) and not a singular form (is). The answer is 4.
Practice Question 6
uestion 6 is an organization question. It asks you where the best location of a sentence is. That means, youll need to look
at how the whole article is organized. What does the sentence say? Where does it make the most sense? Each paragraph has a topic. The topic of paragraph C, where sentence 12 appears, is planning the decorations for your card. Sentence 12 doesnt talk about decorations at all. Its talking about something new, what you want to say in your card. Should it be removed? Or is there someplace better to put it? Paragraph D talks about what to write in your card. If you put sentence 12 at the beginning of paragraph D, it makes sense. It gives the main idea of that paragraph. The correct answer is 4, to move the sentence to the beginning of paragraph D. The best idea with this kind of question is just to see where the sentence makes the most sense to you.
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Practice Question 7
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uestion 7 is a correction question. You can check out three of the answers by seeing if they sound right in the sentence:
1: The more personal youre card is, the better it was. 3: The more personal youre card are, the better it will be. 4: The more personal youre card is, the better they will be.
Do any of these sound better than the original? Do they make sense? Answer 1 doesnt make sense. Was is the past tense, and its talking about the future. Answer 3 should sound wrong, because the singular subject card needs a singular verb like is, not a plural verb like are. Answer 4 also is wrong. They means more than one thing, and card is singular. A card is an it. That leaves answer 2, or else no changes. If you remember the commonly confused words youre and your, you have an easy test to tell which ones right. Youre means you are. Just place you are in the sentence to see if it sounds right:
The more personal you are card is, the better it will be.
That doesnt make sense! That means that youre ought to be your. The answer is 2.
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Practice Question 8
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uestion 8 is a revision question. When a question is about the separation between two sentences, look for fragments.
Once you have all your ideas is a fragment. Its not a complete sentence, just like the fragments beginning with because or while. Once you have all your ideas, what happens? It doesnt tell you. Thats what makes the sentence incomplete. To make this a complete sentence, it needs to be joined to the next sentence. Answer 2 doesnt join the sentences. Instead, it changes your to youre. Try you are in the sentence, and youll see that youre is the wrong word! Answer 3 joins the sentences with a comma. Thats correct because the first sentence is really a fragment. All thats needed to join them together is a comma. Answer 4 would be a good way to join two sentences, if they were complete sentences, but its wrong because the first sentence is a fragment. Answer 5 is also incorrect; all your idea doesnt make much sense! The best choice is answer 3.
Practice Question 9
uestion 9 is a revision question, and it asks about verbs. Which verb is correct? The verb needs to match the subject,
and it needs to make sense. It needs to have the right tense for the meaning of the sentence. That means, it needs to be talking about the same time the rest of the sentence is talking aboutthe past, the present, or the future. A good approach to this type of question is to read the sentence with all the different verb choices in place. Eliminate the ones that sounds wrong, and then see if the ones that sound okay make sense.
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1: You can move the materials around until you have been happy with how it looks.
Answer 1 probably doesnt sound right to you. Have been is talking about the past, and the sentence isnt really talking about the past.
2: You can move the materials around until you will be happy with how it looks.
Answer 2 probably doesnt sound right, either. You just wouldnt say until you will be.
3: You can move the materials around until you were happy with how it looks.
Answer 3 sounds a little better, but its talking about the past. The sentence just isnt describing something that happened in the past! Its describing something that might happen.
4: You can move the materials around until you is happy with how it looks.
Answer 4 should sound wrong. You is might be used sometimes as slang, but is doesnt go with the subject you.
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5: You can move the materials around until you are happy with how it looks.
Answer 5 is correct. The conditional word until works fine with a simple present-tense verb like are, and the verb are goes with the subject you. You should be able to tell that this sounds right, even if youre not sure why.
Practice Question 10
n question 10, three of the answer choices change the verb have. Test them out to see how they sound:
2: Let the glue dry, youll has a unique and priceless birthday card. 4: Let the glue dry, youll have had a unique and priceless birthday card. 5: Let the glue dry, youll had a unique and priceless birthday card.
None of these probably sound right. You can eliminate all three. Its either correct how it is, or you need to add the word and. Adding the word and is a clue that the sentence might be a comma splicetwo sentences incorrectly joined with a comma. So, is each half of the sentence a sentence on its own? Let the glue dry works by itself as a sentence. Youll have a unique and priceless birthday card also is a sentence. This is a comma splice, and the word and after the comma fixes it. The answer is 3.
Chapter 9
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A Guide to Passing the GED Science Test
Science
Science knows no country, because knowledge belongs to humanity, and is the torch which illuminates the world. Louis Pasteur
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What Is on the GED Science Test?
hat is the GED science test like? Youll have 50 multiple choice questions to answer in 80 minutes. That means, on
average youll have about 1 minutes per question. If you take about 75 seconds (1 minute, 15 seconds) per question, youll have plenty of time. Remember, though, that this is an average. Some questions will be easier, and some will be more difficult. The science test covers 35% Physical Science (about 1718 questions), 45% Life Science (about 2223 questions), and 20% Earth and Space Science (about 10 questions). Physical Science covers atoms, matter and energy, chemistry, and forces and motion. Life Science covers a wide range of issues about life and health, including cells, DNA and RNA, heredity, evolution, how plants and animals affect each other, and how plants and animals behave. Earth and Space Science includes questions about Earths systems and origin, the universe, and bodies in space. On the science test, its important to have a good background in science and science thinking, but you wont need to know a lot of details like scientific formulas or facts. For the most part, the information you need to know is all on the test. What you need is a solid background to interpret and understand the information.
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The context of the science test covers five areas. The Unifying Concepts and Processes area is about fundamental science concepts. Youll need to understand the overall idea of systems and organization in science, evidence and explanations, change and measurement, evolution and equilibrium, and form and function. Science as Inquiry involves asking questions, planning and carrying out experiments, tools to collect data or information, connecting evidence and conclusions, evaluating different explanations, and understanding science arguments. Science and Technology is about using science to develop technological solutions to problems. Science in Social and Personal Perspective is about how science affects the world. It covers natural resources, population, the environment, and government policy about science. History and Nature of Science addresses the human aspects of science and the history of science in different cultures. The science test will cover both readings and visual information, including tables, charts and graphs, and diagrams. About 60% of questions may contain visual information, so its important to be able to read and understand charts and graphs. About 25% of the test will be two to five questions about one chart, graph, or reading, but 75% of the test will be a single question about some information. The science test covers comprehension, analysis, and application, but it does not break down specific percentages for different types of thinking skills.
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Important Science Concepts
our goal in studying for the GED science test is scientific literacy. That is, you should be familiar with broad science
concepts and how science works. You should be able to read, analyze, and evaluate science information. Becoming familiar with important science subjects, concepts, and ways to present information will give you the background you need. However, you dont have to memorize science ideas. You dont need to remember all the terms. You do need to be able to read about science and understand what youre reading, so that you can answer questions that ask you to analyze and apply the information. So, dont focus on remembering everything you read. Focus on reading science better and comprehending more.
Understanding Science
or the GED science test, you need a broad understanding of what science is and how it works. Some GED science
questions will assume you have knowledge of the scientific method and ways that scientists collect and understand data.
What Is Science?
cience is a way to gain reliable knowledge about the world. Science isnt a collection of facts or information. Its a system
for figuring out whats going on and how the world really works. Scientific thought is a way to think about the world, and so science is really a thinking skill. Scientists try to be objective about the world and find out the truth. Scientists are skeptical. They rely on
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evidence, and they are willing to re-think their evaluation of the evidence if they find new evidence.
The Scientific Method
ou will very likely run across questions on the GED science test that expect you to understand the scientific method.
The scientific method is a process used in science to find out information about the world. The scientific method has five steps:
1. O bser v e : The first step is to notice whats happening

That means looking around you, asking questions, and wondering about whats going on.
around you. Science begins with curiosity about the world.
Example: I love the lava lamp on my desk, and I wonder what makes the lava inside the lamp float up to the top and come down again.
2 . Hypot h e siz e : Hypothesis is one of the important

terms that you should understand for the GED test. A hypothesis is an idea that explains what youve observed or answers a question that youve wondered about. A hypothesis is what you suggest or think might be the answer. A hypothesis has not been proven; its just your idea. Example: I hypothesize that, since the lava sinks to the bottom when the lamp is off, the light from the lamp makes the lava rise, and when the lava is at the top, in the darker part of the lamp, it falls.
3. Pr e dict : After you have a hypothesis, predict something

else that would be true if your hypothesis is true.
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Prediction: If the bottom of the lamp is exposed to any bright light, while the top has minimal light, the lava lamp will work.
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4. E xpe rim ent : Conduct an experiment to test your

prediction. Example: I put two lava lamps on two light sources. One is the original light source, and the other is a light source thats equally bright but does not give off heat. I watch the lava lamps to see when they start working. The lava lamp on the original light source is the only one that works. The other lava lamp does not move.
5 . Eva l uat e : Look at the results of the experiment. Is it

need to go back and form a new hypothesis. If so, you can
what you would expect based on your prediction? If not, you begin to develop your hypothesis (an idea thats not proven) into a theory (an idea that has evidence behind it). That will require more testing and expanding your idea. Example: The lava lamp does not work with a light source that only gives off light, not heat. That means that its not the light that makes the lava move. I think about what the light in the lava lamp has that was not present in my alternate light source, and I make a new hypothesis that applying heat to the bottom of the lava lamp is what makes the lava move. Ill need to test my new hypothesis.
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The Scientific Method
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Scientific Method Practice Question
A researcher is interested in finding out the effect on the brain of surgery that restores eyesight. His hypothesis is that once patients receive eyesight-restoring surgery, one specific location in the brain will become active. In a study, the researcher compares MRI images of brain activity in patients before and after eyesight-restoring surgery. However, he finds that the location he predicted would become active has remained inactive. What is the best next step for this researcher? 1) The researcher should look at the MRI images again. 2) The researcher should find more test subjects to check. 3) The researcher should rethink his hypothesis that the location would become active. 4) The researcher should find new data to support his hypothesis that the location would become active. 5) The researcher should move on to a different field of study.
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Thinking Skill: Analysis
his question tests your understanding of how science works, and especially the scientific method. A researcher performs
a study, but it doesnt support his hypothesis. It doesnt show what he thought it would show. The best next step is to go back to the hypothesis and see where or how he might have been on the wrong track. Answer 3 is the best answer. The researcher should rethink his hypothesis. You can use logic and a process of elimination to figure out the best answer. Answer 1 is to look at the MRI images again. This doesnt help much. What new information would the scientist hope
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to find? Answer 2 is to find more test subjects. Although its good to have a lot of test subjects, theres not any real reason to think that more test subjects will show different results. Answer 3 is to rethink the hypothesis. Since the evidence doesnt back up the researchers hypothesis, thats a pretty good idea. Answer 4 is to find new data to support the hypothesis. That would mean the researcher is ignoring the data that doesnt support his idea. Thats not good thinking. Answer 5 is to move on to a different field of study. Thats not good thinking, either. An unexpected result is a chance to learn something new, not a reason to give up and move to a different field of study.
More about Experiments
he GED science test will ask you to be familiar with how to conduct experiments and what kind of flaws there might be
in an experiment. Here are some science experiment concepts you should be comfortable with.
Hypothesis
Your hypothesis is a potential explanation of something youve observed. Its not proven. It could turn out to be true, or it could turn out to be false. A hypothesis needs to be tested. A variable is the part of an experiment that you change, to see how the results change. In the example of the lava lamp experiment, the light source is the variable. The experimenter changes the lava lamps light source to see what happens.
Variable
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Control
A control is what youre testing against. In the example of the lava lamp experiment, the control would be the lava lamp that has its original light source. Its used as a comparison against the changed light source. Measurement is important to any experiment. In the lava lamp experiment, its pretty easy to measure the data. Does the lamp move or not? If one of the lamps started to move, but took longer, it would be valuable to measure how long it took for the light source to move. Measuring and keeping a record of data allows you to keep track of your experiments results. Be familiar with measuring tools, such as flasks or beakers, scales, thermometers, rulers, stopwatches, or timers. Validity of a measurement means whether youre measuring what you intend to measure. Does your information really tell you what you want to know? Reliability is how correct your measurement is. Reliability depends on accuracy and precision. Accuracy is part of reliability. It means how accurate your measuring tool is. A ruler marked in quarter-inch increments is accurate to a quarterinch but inaccurate at very small increments, like .001 inches. A scale may be accurate only to a tenth of a pound. Accuracy describes the limits of your measuring tool.
Measurement and Recording Data
Validity
Reliability Accuracy
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Precision
Precision is also part of reliability. Precision describes the correctness of your measurements. If your scale is consistently off by .2 pounds because its not balanced correctly, then its not precise. In science experiments, scientists use repeated trials to verify whether their experiments were accurate and to account for differences in the reliability of their measurements. To give good data, an experiment must be repeatable. If the same experiment gives a different result at a different time, then there is something wrong with the experiment.
Repeated Trials
Science Experiment Practice Question

A student decides to do an experiment to test whether his friend Marta or his friend Dave is better overall at freethrows. Which experimental design will provide the best results? 1) Have Marta and Dave each try one freethrow shot in the gym
2) Have Marta and Dave each try 50 freethrow shots in the gym 3) Have Marta and Dave each try 50 freethrow shots on the outside court 4) Have Marta try 50 freethrow shots in the gym while at the same time Dave tries 50 freethrow shots on the outside court 5) Have Marta and Dave each try 25 freethrow shots in the gym and 25 freethrow shots on the outside court
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his question tests your understanding of measurement and repeated trials. There are two important concepts to
understand. One is that having more trials leads to a more reliable result. Understanding this concept will eliminate answer 1. Marta might be the best at freethrows, but she could miss her first shot. One trial wont give you enough information. All the other answers have Marta and Dave doing 50 shots each. So whats the difference whether the freethrows are done in the gym or outside? Each court has different conditions. Maybe the wind throws Marta off, but not Dave. Maybe the slick floor in the gym throws Dave off, but not Marta. If both Marta and Dave try 50 freethrows in the gym only or on the outside court only, the measurement might not be valid. The experiment might measure only how the players do in indoor or outdoor conditions, not how good they are overall. Measuring each player in different conditions (having Marta shoot in the gym and Dave outside) isnt the answer. That gives an experiment with multiple variables. The location and the player are both variables. You wouldnt know whether the results were due to the player, or due to the location. The best answer is answer 5. By having each player shoot half their shots in the gym and half outside, you can see how each player does in different conditions. It gives the best result to judge who is better at freethrows overall.
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Understanding Data and Evidence
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ata is information, like the results of experiments. If you measure how tall a plant grows in three days, that is a piece
of data. If you measure a hundred different plants in two types of soil, youve got a collection of data that can be used as evidence. Scientists look for patterns in data. Do plants in one type of soil grow faster? If a pattern can be found, that pattern is evidence. Not all science involves controlled experiments. Much science is based on collected evidence. That means measuring things found in nature. Collected evidence includes measuring the temperature of the Earth or the movement of planets. It also includes polling people about what they do or recording the number of people who visit an emergency room each year and why. Identifying what data means and using it as evidence can be tricky. When two types of data correspond, or seem to change at the same time, thats called a correlation. A correlation in data shows a relationship. Heres an example. Every year in November and December, sales of game systems like Xbox or PlayStation rise. Every year in November and December, temperatures fall. Is there a correlation between falling temperatures and rising sales of game systems? Yes. There is a correlation. That just means theres a pattern in the data. The real question is, why? A correlation is different than a causation. Its not necessarily cause-and-effect. Low temperatures dont cause game system sales to rise, and high sales dont cause low temperatures. The change in seasons causes temperatures to fall, and the upcoming Christmas holiday causes game system sales to rise. The connection is that Christmas happens in winter. So, a correlation can mean:
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1. C ausatio n . One thing causes another. Look for
whether the two things are logically related. Why would one thing cause the other? For example, if the number of wolves go down because farmers shoot them, the number of jackrabbits might go up. Why? Wolves eat jackrabbits, so with fewer predators, more jackrabbits survive and have babies.
2 . C o m m o n R e spo ns e . Common response is
when two things are both responding to the same variable. For example, shark attacks and ice cream sales correlate. When ice cream sales tend to go up, so do shark attacks. Why? The weather is hot, so more people are eating ice cream and more people are going in the water. Both are responding to the same variable, not to each other.
3. C o mpl e x R e l ati o ns hi p s . The general
relationship between retail sales of game systems and low temperatures is not a common response to one variable. The timing of Christmas is related to the season of winter, if you look back into the past, but the relationship of retail sales of game systems and low temperatures (or low ice cream sales!) is not as straightforward as the relationship between shark attacks and ice cream sales.
4. C oin ciden ce . Sometimes, a correlation is a
coincidence, so its important to look and see if that correlation is sustained over time or due to two unrelated variables that happen to have a similar pattern. Its impossible to prove a coincidence, so look carefully to see if there is any reason why or how the data might be related.
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Data and Evidence Practice Question
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Scientists are tracking cases of a virus that has started appearing among local schoolchildren. What information would be most useful to analyze the data in the above chart to see how common the virus is in different areas? 1) The geographic size of each district 2) The number of schoolchildren in each district 3) The occurrences of other viruses in each district 4) The time it took in each case to identify the virus 5) Data for additional areas
ata questions mean thinking through what the data means, and making good conclusions. The chart gives you the
number of cases of the virus in different districts, but how common is the virus? How common the virus is has to do with the number of people in the district. Answer 2 is the best answer. District 3 only has about 4 cases of the virus. If there are 40 schoolchildren in the district, 1 in 10 children is affected. Thats 10%. But if there are 400
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schoolchildren, only 1 in 100 is affected. Thats only 1%. Knowing the number of schoolchildren in each district helps you understand what the data means.
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Scientific Consensus
n a small level, one experiment is tried many times, to make sure the results are accurate. On a larger level, scientists from
around the world look at many different studies, reports, and collections of data from other scientists. The scientific community is full of individual scientists, all reviewing each others work. If one study seems to contradict other studies, scientists look for a reason. Either the study is telling them something new, or its flawed in some way. The more collective information the scientific community has, the better scientific theories can be developed. A scientific consensus reflects the views of most scientists based on a review of all the information from available studies and data. Not every scientist necessarily agrees, but the great majority of scientists agree. Often, scientific organizations develop reports on important scientific issues that reflect the scientific consensus.
Charts, Graphs, Tables, and Diagrams
n the GED science test, youll be expected to read charts, graphs, tables, and diagrams. Charts, graphs, tables, and
diagrams are ways to show data and information so that it makes sense. You should be familiar with several ways to show information graphically.
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Pie Charts
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A pie chart breaks up a whole into parts. This pie chart breaks up sales by quarter of the year. The first and fourth quarter sales are smaller, compared to the rest of the year. The third quarter sales make up more than half the yearly sales. Its easy to see how much of the total sales each quarter makes up.
Line Graphs
A line graph tracks two variables in relationship with each other. The y (up and down) axis shows the amount of sales in millions of dollars for the East, West, and North divisions. The lines
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help show how the sales changed over time. The North division sales were consistent over the year, but the East division sales went up in the middle of the year. This chart compares sales to time.
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Bar Graphs
Bar graphs compare information also. In this bar graph, the bars for the first quarter show the sales of the East, West, and North divisions. Its easy to see that the North division had the highest first-quarter sales. You can get that information from the line graph, too, but its emphasized more in the bar graph. In every quarter except the third, the North division had the highest sales.
Tables Sales by Quarter 1st Qtr East Division West Division

$20.44 mill. $30.63 mill.
2nd Qtr
$27.40 mill. $38.62 mill. $46.91 mill.
3rd Qtr
$90.05 mill. $34.59 mill. $45.10 mill.
4th Qtr
$20.45 mill. $31.66 mill. $43.93 mill.
North Division $45.91 mill.
A table gives information in rows and columns. Rows go across, and in this table, the rows show the three different divisions.
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Columns go up and down, and in this table, the columns show the four different quarters. Tables are good at providing specifics, like the specific dollar amounts. Theyre not as good at showing visual comparisons.
Diagrams
science diagram shows relationships between things. The world is organized. Things interact with each other. The
world has systems, groups of things that interact in a regular way. Diagrams help show systems and organization in the world.
Carbon Cycle
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This diagram shows how carbon moves through the Earth. The arrows show the direction the carbon moves, and the labels explain what processes are happening. A diagram shows different parts of a system and how they relate.
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Heres another diagram. This diagram shows the relationship of DNA to cells. It illustrates the base pairs that make up DNA, the DNA that makes up chromosomes, and where the chromosomes are located inside a cell nucleus. Like the previous diagram, this diagram shows relationships.
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Charts, Graphs, Tables, and Diagrams Practice Question

Gravity and mass are directly proportional. The mass of the star Sirius A is about 2.4 times the mass of the sun, and its gravitational pull is also about 2.4 times the mass of the sun.
Which of the following stars has the greatest gravitational pull? 1) The sun 2) Alpha Centauri A 3) Alpha Centauri B 4) Proxima Centauri 5) Sirius B
Thinking Skill: Application
n application question gives you information, and you must apply that information to a new situation. This question gives
you the information that gravity and mass are directly proportional. As mass goes up, gravitational force goes up. Since Sirius A is about 2.4 times the mass of the sun, it will have about 2.4 times the gravity of the sun. The star with the greatest (largest) mass will be the star with the greatest (largest) gravitational pull. Based on the
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chart, Alpha Centauri A has the greatest mass, because the bar for Alpha Centauri A is tallest. The correct answer is answer 2. Alpha Centauri A has the greatest gravitational pull.
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Technology
echnology is the application of science to real-life problems. When we talk about technology, were talking about using
science to find solutions and new ways of achieving things. Technology is all around usyour telephone, your computer, your stove, your refrigerator, and your eyeglasses are all technology. Science discovers information about how the universe works (like that light bends in specific ways when it passes through different substances), and technology creates useful tools that use that information (like eyeglass lenses that bend light in a specific way to correct for problems with your eyes). Technology addresses questions of form and function. Form means how something is structured, and function is how it works. Form and function are found in nature. Animals, plants, planets, volcanoes, stars, and rivers all have certain forms. Theyre built a certain way. A plants form allows it to perform a function, like taking light and converting it into food through photosynthesis. A stars form causes it to generate light radiation through chemical reactions. In technology, the form is designed to perform a certain function. We design a clock with gears and balances, so that it will turn the dials at a certain speed. We design eyeglass lenses to bend light at the right angle to correct eyesight. Technology has a purpose. The form is designed to fulfill a specific function.
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The GED will ask you to use problem-solving skills to answer questions about technology. Youll need to use science information to evaluate which solutions will work best.
Technology Practice Question

Jacks goal is to build a solar oven to cook using energy from the sun. His solar oven will have a window at the top to let in the sunlight, and a panel to reflect sunlight into the oven. The best material to line the panel with would be: 1) Waxed paper 2) Black construction paper 3) Recycled clear plastic 4) Recycled newspaper 5) Aluminum foil
Thinking Skill: Analysis/Application
echnology uses scientific information and applies it to problems to generate solutions. Jack is trying to build an
oven. His goal is to reflect as much light as possible into the oven. He must apply a scientific idea, that different materials reflect different amounts of light. So, which material will reflect the most amount of light? You probably know the answer from your everyday experience. The best choice is answer 5, aluminum foil. A metallic surface is reflective. It reflects light away from itself. Thats why you can see a reflection in a metal surface. The aluminum foil will reflect the most light into the solar oven.
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ne of the main ideas of science is that the world is predictable. It makes sense. It follows laws. The more we know about the
laws of nature, the more we can understand why things happen and control what happens. We use this information to build technology, like light bulbs or electric razors. We also use this information to make decisions in politics and in society. Science shapes how we view the world. Science is also shaped by our culture, our desires, and our human nature. We pursue science that we think will be valuable.
Background in Science Subjects
aving a background in the science subjects on the GED test will help you read and understand the science questions.
Remember, your goal isnt to memorize information, but instead to understand and think about what youre reading.
Matter
hysical science includes the study of matter and what, exactly, makes up the physical objects around us. Matter is everything
in the universe that occupies space and has mass, from the air we breathe to the dirt we stand in, to your own body. In your study of matter, you should be able to read and understand texts, charts, graphs, and diagrams about:
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Atoms
An atom is the smallest unit of matter. Substances that are only made up of one type of atom are called elements. Many substances are made up of different types of atoms joined together. An atom has a center called a nucleus. The nucleus is made of neutrons and positively charged protons. Electrons orbit around the nucleus. Electrons have a negative charge. Atoms that have the same number of protons and neutrons have no charge. Atoms that have more electrons than protons have a negative charge, and atoms that have fewer electrons than protons have a positive charge.
Molecules A molecule is made up of two or more atoms

joined together. Example: A water molecule is made of two hydrogen and one oxygen atoms, written H2O. A water molecule is the smallest particle of water. If a water molecule is broken up, you get hydrogen and oxygen.
Mass
Mass is the amount of matter in an object. Mass is similar to weight, but its also different. Weight depends on the gravitational pull on an object, but mass depends only on how much stuff is in the object, how many electrons, protons, and neutrons make it up. Volume is how big an object is, how much space it takes up.
Volume
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Density
Density is how tightly packed an object is. How much mass is there, packed into the volume of the object? Density = Mass Volume You dont need to know this formula, but it will help to understand the concept... more mass in a smaller volume makes something more dense.
States of Matter
The states of matter are the different properties that matter has at different temperatures and pressures. For example, water can be a liquid (water), a solid (ice), or a gas/vapor (steam). Iron can also be a liquid (molten iron), a solid (iron), or even a gas/vapor (under extreme conditions!). Iron just changes to a liquid or a gas at much higher temperatures than water. Another state of matter that only occurs under special conditions is called plasma. A change in state is called a physical change. It doesnt change the molecules of the matter. Ice has the same kind of molecules as water or steam. A change in the molecules of a substance is called a chemical change.
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Matter Practice Question
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Objects that have the same charge are repelled from each other, and objects that have opposite charges are attracted to each other.
These two helium atoms will be: 1) Attracted 2) Repelled 3) Neither attracted nor repelled 4) Both attracted and repelled 5) None of the above
o answer this question, you need to apply the information youre given to the diagram of two helium atoms. The atoms
are made up of electrically charged particles. Each helium atom has two positively charged protons, so two negatively charged electrons will make the atom neutral.
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The first atom has three electrons. That means its total charge (two + charges and three charges) is negative. The second atom has only one electron. That means its total charge (two + charges and one charge) is positive. The two atoms have opposite charges. They will be attracted to each other. The answer is 1, attracted.
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Energy
P
Waves
hysical science also includes the study of energy. Energy is often defined as the ability to do work. There are different
kinds of energy. Energy holds together molecules, and energy comes from gas and electricity. Its what puts things in motion. In your study of energy, you should be able to read and understand texts, charts, graphs, and diagrams about: A wave is how energy travels. Think of an ocean wave. Its a type of movement that goes over the surface of the water, and it carries energy that you can certainly feel if youre hit by one! Sound and light are examples of energy that travels in waves. Electromagnetic radiation is a type of energy that travels in waves. At different wavelengths (the distance from the peak of one wave to the peak of the next), electromagnetic radiation includes x-rays, ultraviolet light, visible light, infrared light, microwaves, radar, television, and radio waves.
Electromagnetic Radiation
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Kinetic Energy
Kinetic energy is the energy of something in motion. The impact of a moving car in an accident is the impact of its kinetic energy. example, imagine a picture frame hung on the wall by a nail. The pull of gravity on the picture frame gives it potential energy. If the nail comes loose, the picture frame falls and the potential energy is changed to kinetic energy.
Potential Energy Potential energy is like stored energy. For
Thermal Energy
Thermal energy is heat energy. At a greater temperature, an object has more thermal energy. Heat energy can be transferred, as when a hot stove burner transfers heat to a tea kettle. Light energy is the energy of light. In some ways, light behaves like a wave, and in other ways it behaves like a particle. Particles of light are called photons. Conservation of energy means that in an isolated system (a group of things that interact with each other but that dont interact with anything else) the total amount of energy all stays the same. Energy might change into different forms (like potential energy becoming kinetic energy when a picture falls) or from one object to another (like a stove burner transferring heat to a tea kettle) but the total amount of energy remains the same.
Light Energy
Conservation of Energy
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Increase in Disorder
The idea of increase in disorder means that in the natural world, things tend to become less organized and orderly over time. Things spread out. One of the results of this is that when you put hot and cold things together (an ice cube in hot tea), the cold thing becomes hotter (the ice melts) and the hot things become colder (the tea cools). Everything becomes less organized and more the same, and the temperature spreads out (so you end up with one cup of slightly cooler, more watery tea instead of two separate things). Energy transfer is the movement of energy from one place or object to another.
Energy Transfer
Energy Practice Question

Potential energy increases with distance from the Earth. If three elevators are stopped at the first floor, the third floor, and the fourth floor of a building, which of the three elevators has the greatest potential energy? 1) The elevator on the first floor 2) The elevator on the third floor 3) The elevator on the fourth floor 4) All three have the same potential energy. 5) There is not enough information.
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his question gives you the information that the amount of potential energy increases (gets bigger) when an object is
farther from the Earth. Then, it asks you to apply that information to an example. Three elevators are stopped at the first, third, and fourth floors. The question asks which elevator has the most potential energy. Thats the same as asking, which elevator is the farthest from the Earth? The elevator thats higher up has more potential energy (in other words, itll be falling hardest if it falls to the ground). The elevator on the fourth floor has the most potential energy. The answer is 3.
Forces, Motion, and Work
F
Work
orces and motion are about how things interact. If you push something up a ramp, youre exerting a force on it to make
it move. Thats also called work. Forces, motion, and work are important to understanding a lot about technology and machines. In your study of forces, motion, and work, you should be able to read and understand texts, charts, graphs, and diagrams about: Work is force multiplied by distance. For example, the amount of work it takes to lift a box is the amount of muscle (force) you must apply to the job times how far you need to lift the box (distance). A force is a push or a pull on something.
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Simple Machines
Simple machines are very simple, basic devices with few or no moving parts, which can be used to reduce the amount of work you need to do to accomplish a task. Simple machines include: Levers: A lever is like a see-saw, a board or stick that hinges on a point called a fulcrum. The position of the fulcrum changes how much work is needed to lift an object. Inclined Planes: Ramps, like the ramp on the back of a moving van or a wheelchair ramp on a building, are inclined planes. Pulleys: A pulley is a wheel with a rope strung over it. A pulley changes the direction of the force needed to lift an object, and multiple pulleys can be used to divide the force, so that an object is easier to lift. Gears: Toothed wheels that fit together and can turn each other, like in a clock, are gears. Wedges: Something that comes to a point and can be used to pry something apart, such as an axe or a knife, is a wedge. Screws: A screw has an inclined plane, or ramp, wrapped around a center. Wheels and Axles: A wheel on an axle is just like a car wheel and axle. A doorknob is also a wheel and axle. Turning the doorknob is easier than turning the small metal bar attached to the doorknob, because the doorknob is larger.
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Action and Reaction
According to Newtonian (everyday) physics, every action (a force acting on something) has an equal (the same size) and opposite (the opposite direction) reaction. In other words, if you hit a ball with a bat, the ball will fly off in the opposite direction, and youll feel the impact on the bat in the opposite direction you were swinging. Frictional force is the force caused by a moving object rubbing against something else, even the air. The nose of an airplane is pointed to lessen the friction of the air passing by. Friction makes it difficult to push a concrete block along a carpet. Gravitational force is the force that very large objects (like the Earth or the sun) create. Gravity pulls things toward the center of the object. In other words, gravity pulls you toward the center of the Earth. Every object has some gravity, but unless the object is very large (like a planet), there is too little gravity to cause any reaction. Acceleration is a change in velocity (speed). Acceleration is measured as the change in velocity divided by time. A negative acceleration would mean an object is slowing down, and a positive acceleration would mean an object is speeding up.
Frictional Force
Gravitational Force
Acceleration
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Inertia
Inertia is the tendency of an object that is not moving (at rest) to stay at rest, and of an object in motion to stay in motion, at the same rate and direction. In other words, an object will remain doing whatever its already doing, unless a force acts on it. A golf ball will stay on the tee until you hit it. Once its in the air, its forces like friction and gravity that change its speed and direction and make it fall to the ground. The inertia of an object is greater if its mass is greater... It would be much harder to hit a bowling ball into the air! Balanced forces are equal in size and opposite in direction. When two balanced forces act on each other, they cancel each other out. For example, in a tug of war, each side is pulling in an opposite direction. If the sides are balanced (both are pulling with the same force), nothing will move. If the sides are unbalanced (one side is pulling with a stronger force), there will be movement in the direction of the stronger force.
Balanced and Unbalanced Forces
Conservation Conservation of momentum is a physical law. It of Momentum states that in a closed system (with nothing outside
affecting it), the momentum, the product of mass and velocity (speed), remains the same.
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Forces, Motion, and Work Practice Question
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A shopper pushes his cart toward the shopping cart return area of the parking lot and lets it go. The shopping cart is moving toward a second, stopped shopping cart. When the two carts collide, which direction will the second shopping cart move? 1)
2)
3)
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4)
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5)
Thinking Skill: Application/Analysis
ou can use your common-sense knowledge of everyday physics to answer this question. What happens to a shopping
cart when another shopping cart bangs into it? It goes off in the direction the first shopping cart was moving. The force of the first shopping cart pushes the second shopping cart forward. This problem has to do with the conservation of momentum. The total mass of the shopping carts doesnt change, and since the total momentum shouldnt change, the total velocity (speed) of the shopping carts wont change. The movement forward of both shopping carts together after the collision must equal the movement forward of the first shopping cart before the collision. The inertial force of the second shopping cart (its tendency to stay still) will stop or slow the first shopping cart, depending on how fast the first shopping cart is going. To make up the momentum,
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the second shopping cart will pick up the forward motion from the first cart. The best answer is 1, and even without completely understanding the physics, you can use your everyday knowledge to get the right answer. So remember, dont over-think the questions.
Cells
ife science includes the study of cells. Cells are the smallest form of living matter. Our bodies, plants, and animals are all
made up of cells, and were surrounded by bacteria, single-celled organisms. In your study of cells, you should be able to read and understand texts, charts, graphs, and diagrams about:
Nucleus
The nucleus is in the center of the cell. The nucleus contains the genetic material that tells how the cell will grow, act, and change. of the cell. Inside the cell membrane, there is plasma and the nucleus. Water and particles pass in and out of a cell through the membrane.
Cell Membrane The cell membrane is like a skin around the outside
Cell Division
Cell division is how new cells are generally created. One cell divides into two cells. Mitosis is the most common type of cell division. In a series of steps, first the nucleus and then the whole cell divide into two new cells, identical to the original cell.
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Osmosis
Osmosis is the way that water passes through a membrane (like a cell membrane). When there is water on both sides of a membrane, the water will flow toward the side where there is a higher concentration of things dissolved in the water. For example, in salt water, cells tend to dry out. Chromosomes are found inside a cell nucleus, and they contain the cells genetic material. Chromosomes are made of DNA. A virus is a microscopic organism, smaller than a bacteria or a cell. Its made of an outer shell filled with unorganized genetic material, or RNA. A virus makes you sick because it attaches to a cell, injects genetic material into the cell, and uses the cell to make more viruses. This harms the cell. Bacteria are microscopic organisms that have a single cell. Many bacteria are harmless, or even helpful. Bacteria in your digestive tract helps you digest food. Some bacteria, however, can cause infections and disease.
Chromosomes
Viruses
Bacteria
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Cells Practice Question
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In osmosis, if a membrane separates two solutions, liquid will tend to move from the side with the strongest solution to the side with the weakest solution. A chef pours a sugary syrup over strawberries. The strawberries begin to release their juices into the syrup. Which is the best conclusion? 1) The sugary syrup is full of membranes and has a weak solution.
2) The sugar in the syrup is a different kind of sugar than is in the strawberries. 3) The syrup and the strawberries have the same concentration of sugar. 4) The strawberries have a higher concentration of sugar than the syrup. 5) The syrup has a higher concentration of sugar than the strawberries.
n this question, you need to apply the idea of osmosis to the example of the strawberries. One thing you need to know is
that all plants (like strawberries) are made of cells, and cells are enclosed in membranes. So, basically, membranes hold the liquid inside of plants. A sugary syrup is a solution of sugar and water. The sugar is dissolved in the water, so its a solution. If the solution is stronger (higher concentration of sugar) than the strawberry juice, the juice will come out of the strawberries. If the solution is weaker (lower concentration of sugar) than the strawberry juice, liquid will get
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absorbed into the strawberries. Since the strawberries release their juices, the juice is coming out of the strawberries. That means, the syrup has a higher concentration of sugar than the strawberries. The best choice is answer 5.
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Genetics and Heredity
he study of cells is related to the study of genetics and heredity, because all of our genes are contained in the
chromosomes in cells. Genes determine how a plant or animal grows, what it looks like, and how its structured. Whether youre tall or short, male or female, and green-eyed or brown-eyed is all determined by genes. Heredity is the process by which genes are passed down from parents to children. Some diseases are genetic, and are passed on through heredity, as well as eye color, hair color, and other qualities. In your study of genetics and heredity, you should be able to read and understand texts, charts, graphs, and diagrams about:
DNA
DNA is a molecule that contains all the genetic information of a living thing. DNA is made of two strands joined together by groups of two bases called base pairs. The combinations of base pairs (made up of four possible bases) form a kind of code that contains genetic information. RNA is a molecule thats usually a single strand of genetic material, found in viruses and in cells.
RNA
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Genes
A gene is a sequence of DNA in a particular place in a chromosome. A gene determines a specific trait in an individual. For example, you might have a gene for green eyes or a gene for black eyes. Genetic variation within a species of plant and animals means that a number of traits vary, or change, from individual to individual. Dogs have a lot of genetic variation. Theyre different colors and sizes, with different lengths and textures of fur. They have different muzzle lengths, eye colors, types of tails, and types of ears. You inherit genes for traits from your mother and father. Some genes, or traits, are dominant. That means, you only need one gene to show that trait. Other traits are recessive. That means, you need genes from both your mother and father to show that trait. For example, you might inherit a gene for green eyes from your father and a gene for black eyes for your mother. Since the gene for black eyes is dominant, youll have black eyes. But, you could still pass on the recessive gene for blue eyes to your child.
Genetic Variation
Dominant and Recessive Traits
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Genetics and Heredity Practice Question
Blond hair is a recessive trait, and brown hair is a dominant trait.
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Janice created a chart showing the hair colors of herself, her parents, and her grandparents. Based on this chart, which of the following is the best conclusion? 1) Grandpa Pearce carries a gene for blond hair. 2) Janices father has no genes for blond hair. 3) Janices mother inherited a gene for brown hair from her father. 4) Women are more likely to have blond hair than men. 5) Neither Grandma Kurtz nor Grandpa Kurtz carries a gene for blond hair.
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his question expects you to understand some basics about heredity. A recessive trait is one that you need two genes for,
and a dominant trait will show up with only one gene. One gene is inherited from your father, and one is inherited from your mother. Since Janices mother had blond hair, she must have inherited a blond gene from her mother and one from her father. Her father, though he had brown hair, must have had a blond gene to pass down to his daughter. The best answer is answer 1. Answer 2 cannot be true. If Janices father had no genes for blond hair, Janice could not be blond, because she would need to inherit a blond gene from her father. Answer 3 also cannot be true. Janices mother cannot have inherited a brown-hair gene, or she would not be blond. Answer 5 also cannot be true. Either Grandma Kurtz or Grandpa Kurtz must have passed down a blond gene to Janices father, since Janice inherited a blond gene from her father. Answer 4 says that women are more likely to have blond hair than men. Although more women on the chart have blond hair than men, theres no reason to believe that this is true of all men and women. The best choice is answer 1.
Evolution
volution is one of the foundations of modern science and is closely linked with genetics and heredity. Evolution is
the process through which the inherited properties of organisms change over time and different species separate from each other. In your study of evolution, you should be able to read and understand texts, charts, graphs, and diagrams about:
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Natural Selection
Natural selection is a process which causes animals or plants with useful genetic traits to reproduce more, spreading that genetic trait. Animals or plants with harmful genetic traits (ones that make it harder to find food or make it easier to become prey) are less likely to reproduce, causing that trait to appear less and less. When DNA reproduces, sometimes the new DNA is not exactly like the original DNA. Some of the base pairs in the DNA can be randomly changed. These changes are called mutations.
Mutation
Biological classification is a way that scientists Biological Classification group living things based on how similar they are to each other. For example, here are the biological classifications for a house cat: Kingdom: Animalia (all animals) Phylum: Chordata (animals with spines, or vertebrates) Class: Mammalia (mammals) Order: Carnivora (carnivores) Suborder: Feliformia (cat-like carnivores) Family: Felidae (cats) Genus: Felis (a group of cats including a jungle cat, wildcat, and sand cat, among others) Species: Felis catus (a house cat)
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Adaptation Fossils
An adaptation is a behavior or a trait that helps a living organism survive in its environment. Fossils are the remains of animals or plants preserved in the soil and rocks of the Earth. Fossils give scientists information on animals and plants that are extinct, such as dinosaurs.
Evolution Practice Question
The squares, circles, and triangles represent fossils of three different species found in layers of earth. Which of the following statements is the best conclusion? 1) Life became continuously more diverse over time in this area.
2) Layer B was deposited at the same time as Layer A. 3) The species represented by circles existed over a longer time in this area than the other two species. 4) The species represented by triangles is extinct. 5) Layer A represents the most recent period of time.
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his question shows you a diagram of layers of soil with three types of fossils deposited in it. To answer this question, you
need to be familiar with the idea that deeper layers of soil or rocks were deposited first, and that the way fossils are distributed in the soil shows a distribution over time. Answer 1 isnt the best answer. It says that life became more diverse continuously over time, but the only layer that shows more types of life forms than the previous layer is Layer C. Theres no change from Layer A to Layer B, and from Layer C to Layer D, there are fewer species. Answer 2 isnt the best answer. Layer B is above Layer A, so Layer B was likely deposited after Layer A. Answer 3 is a better answer. The circles are present in all four layers, so its logical to conclude that the species represented by circles has been around longer, during all four time periods. Answer 4 isnt the best answer. Theres no evidence to show whether the species represented by triangles is extinct or not. The only information in the diagram is that the species existed when Layer C and Layer D were deposited. Answer 5 also isnt a good choice. Layer A is the deepest layer. It was likely deposited the longest ago, not the most recently. The best choice is answer 3.
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Ecosystems
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nimals and plants live together in ecosystems, where different species maintain a balance with each other. Animals and In your study of ecosystems, you should be able to read and
plants are dependent on each other for food and for survival. understand texts, charts, graphs, and diagrams about:
Food Chains and Webs
A food chain or web shows the relationships between different animals, plants, and microorganisms in an ecosystem. A simple food chain might start with grass and flowers growing. Grazing gazelles eat the grass, and butterflies feed off the flowers. Lions hunt and eat the gazelles, while birds eat the butterflies. Animals and plants depend on each other for food sources. Biodiversity is the variety and diversity of life, including the number of different species, the amount of genetic variation, the variety of habitats, and the variety of interactions between plants, animals, and other living things. Photosynthesis is a process that happens in plants that changes light into food energy. Plants take in light, water, and carbon dioxide, and they generate oxygen and sugars. Carnivores are meat-eating animals. Herbivores are plant-eating animals. Omnivores eat both meat and plants.
Biodiversity
Photosynthesis
Carnivores Herbivores Omnivores
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Scavengers/ Decomposers Biomass
Scavengers or decomposers eat dead or decaying plants or animals, helping the dead plants or animals to decompose. Biomass is the total amount of living material (animals, plants, and microorganisms) within a certain area or ecosystem. Primary producers make biomass (living material) from non-living things. Most primary producers are plants, which turn sunlight and water into sugars and plant material. Primary producers create food for other living things.
Primary Producers
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Ecosystems Practice Question
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Which of the following occurrences would cause the most disruption to this ecosystem? 1) The death of all snakes 2) The death of all owls 3) The death of all foxes 4) The death of all field mice 5) The death of all plants
his question asks you to think about what would happen if one part of the ecosystem were removed. If there were no
foxes, there would likely be more snakes and field mice for the owls
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to eat. The situation would be reversed if there were no owls. If there were no snakes, the foxes and owls might go hungry, and if there were no field mice, the snakes, foxes, and owls might starve. If there were no plants, however, the field mice, owls, snakes, and foxes would all starve. The mice eat plants, and all the other animals eat mice. The food ultimately comes from the plants. The best choice is answer 5.
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Earth Systems
arth science includes studying Earths systems. The systems on Earth include the movement of carbon, water, and heat
through the Earth, affecting all the plants and animals that live here. In your study of Earths systems, you should be able to read and understand texts, charts, graphs, and diagrams about:
Carbon Cycle
The carbon cycle shows how carbon moves through Earths systems. Decaying plants and animals put carbon into both the soil and the air. Animals put carbon dioxide into the air when they breathe. Burning fuel also releases carbon into the air. Plants pull carbon out of the air and release more oxygen. The water cycle shows how water moves through Earths systems. Water exists in lakes, rivers, and oceans, and also is held in ice and snow. In the atmosphere, water is stored in clouds. Water evaporates off the Earths surface and ice melts when temperatures rise. When the clouds become full of water, water comes down in rain.
Water Cycle
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Nitrogen Cycle
The nitrogen cycle shows how nitrogen moves through Earths systems. Nitrogen is contained in the air and soil. Plants remove nitrogen from the soil, and waste, decaying plants, and decaying animals return nitrogen to the soil. The Earths atmosphere consists of layers of gasses held to the Earth by its gravity. The greenhouse effect describes how the Earths atmosphere holds in heat to warm the Earth. Earth takes in energy from the sun and also releases energy into space. Earths energy budget shows how energy moves through the Earths system and how incoming and outgoing energy are balanced. The center of the Earth is the Earths core. Scientists believe the outer core (down to about 3,000 miles below the surface) is made of hot, liquid iron and nickel. The center of the Earth, its inner core, is believed to be solid iron and nickel. The Earths mantle is the area between the Earths core and the Earths crust. The mantle is about 1,800 miles deep and is made of thick, solid rock. The Earths crust is the outer layer of the Earth, about 10 miles deep, made of rock, dirt, and other loose materials.
Atmosphere Greenhouse Effect Energy Budget
Core
Mantle
Crust
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Tectonic Plates
The Earths crust and the hard, uppermost part of the mantle is broken into tectonic plates, which move on the middle part of the mantle, where the rock is softer. The movement of tectonic plates causes earthquakes and volcanoes, forms mountain ranges and continents, and creates the geography of the ocean floor.
Earth Systems Practice Question

The Earth is made up of four main parts. The inner core and outer core are at the center of the Earth. The Earths mantle, between the crust and the core, is made of rock. The Earths crust is a thin shell of rock and earth. The crust and the top of the mantle are broken up into many sections, called tectonic plates, which move slowly across the surface of Earth. As the tectonic plates slide past each other, they get stuck together. Pressure builds on the divides, called faults, between the plates. When enough pressure builds up on the fault line, there is an earthquake. A tectonic plate goes completely through the depth of: 1) The Earths inner core 2) The Earths outer core 3) The Earths mantle 4) The Earths crust 5) The Earth
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Thinking Skill: Comprehension
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his question is a comprehension question, like many of the questions on the GED. That means, it simply wants to know
whether youve understood what youve read. In this case, the question wants to know if you understand the location of tectonic plates. All the information you need is in the reading. The text says, The crust and the top of the mantle are broken up into many sections, called tectonic plates. That sentence tells you where the tectonic plates are. They go through the crust and the top of the mantle. The only part of the Earth that the tectonic plate goes completely through is the crust. They only go down through the top of the Earths mantle, its second layer. The correct answer is answer 4.
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Practice Questions
1. A student plants four African violet plants in four identical pots to compare whether and how much they will bloom. He places the pots in four ventilated glass cases with controlled temperature and humidity. He places the first box in 1,200 lumens of light, the second in 1,500 lumens, the third in 1,800 lumens, and the fourth in 2,100 lumens. What is the variable in this experiment? 1) The temperature 2) The ventilation 3) The humidity 4) The light 5) The plants
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2. Which statement is the best conclusion based on the following chart?
1)
Low light prevents plants from growing.
2) Using low light for some plants causes other plants to grow faster. 3) Increased light causes increased growth over time. 4) Increased light causes increased growth immediately. 5) Decreased light causes increased growth over time. 3. Jack is building a makeshift wheelbarrow by putting a box on top of two wheels and an axle. Which wheels and axel will require the least force to move the wheelbarrow?
1)
Wheel A
2) Wheel B 3) Wheel C 4) Wheels A and C 5) All require the same force.

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4. The hair follicle is a sac in the skin, and hair grows out of the follicle. Nutrients enter hair follicles from blood vessels, allowing the hair to grow.
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Which of the following statements is true? 1) The skin contains blood vessels. 2) Hair could grow without nutrients. 3) The roots of the hair are beneath the skin. 4) Skin is uniform, without differentiated layers, segments, or parts. 5) Hairs contain follicles.
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5. The above diagram shows the greenhouse effect that warms the Earth. Based on the diagram, which of the following statements is true? 1) Carbon dioxide in the atmosphere reflects all radiation from the Earth back to the Earth.
2) All incoming solar radiation is reflected from either the atmosphere or the Earths surface. 3) The Earth absorbs all incoming solar radiation. 4) The Earth both absorbs and reflects incoming solar radiation. 5) The Earth reflects all incoming solar radiation.
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6. The above diagram shows the relationships between groups of animals. Based on this diagram, which of the following animals are most closely related? 1) A salmon and a hawk 2) A salmon and a mouse 3) A mouse and a chimpanzee 4) A hawk and a chimpanzee 5) A hawk and a mouse
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7. When a cell divides, chromosomes divide, giving each new cell a duplicate set of chromosomes. The new cells contain: 1) The reverse of the original chromosome 2) Identical genetic material 3) DNA inside of genes 4) A new cellular structure 5) Half of the original genes
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8. This diagram shows the orbits of the planets in the outer solar system. The central body in this diagram would be: 1) Jupiter 2) Saturn 3) Earth 4) Mercury 5) The sun
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Practice Question 1
he best answer is 4, the light. The variable is something about the experiment that the experimenter changes, to see what
effect it has. The scientist changes the level of light for each plant. The goal is to see what effect light has on the plants. A variable is something that varies, or changes. Notice that you dont need to know what a lumen is to answer this question. You only need to notice that the text says lumens of light. This context clue gives you the information you need to understand that lumens is a measure of light.
Practice Question 2
he best answer is 3, increased light causes increased growth over time. The chart compares growth of plants in three
levels of light. There is no reason to believe that one plants growth changes the other plants. The growth remains the same for about the first three days, and then the plants in higher levels of light begin to grow faster. The increased (more) light causes increased (more) growth over time.
Practice Question 3
he best answer is 1, Wheel A. Work = Force Distance, so any machine that spreads work out over a greater distance
(i.e., the distance it takes to roll the wheel completely around)
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needs less force. A smaller wheel, in other words, is harder to turn. A bigger wheel is easier to turn. You might know this from your everyday experience.
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Practice Question 4
he best answer is 1, the skin contains blood vessels. To answer this question, you must understand the diagram and
relate it to the text. The text says that nutrients enter the hair follicle from blood vessels, and the diagrams show the nutrients entering the blood stream. The diagram must show blood vessels in the skin, attached to the hair follicle. There are blood vessels in the skin.
Practice Question 5
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he best answer is 4, the Earth both absorbs and reflects incoming solar radiation. The diagram shows that some of
the radiation from the sun is absorbed into the Earth, and some of the radiation is reflected (bounced off of) the Earth. None of the other answers are true based on the diagram.
Practice Question 6
he best answer is 3, a mouse and a chimpanzee. The lines for primates (like chimpanzees) and rodents (like mice) meet
closest to each other. Since you might know from your experience that chimpanzees and mice are both mammals, you might be able to answer this question based on your everyday knowledge. Both animals have fur and other similarities, while a hawk and a salmon are very different.
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Practice Question 7
Science Smart
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he best answer is 2, identical genetic material. The chromosomes contain the cells DNA, which contains its
genes. Since each new cell contains a duplicate of the original cells chromosomes, each new cell contains the same genetic material.
Practice Question 8
he best answer is 5, the sun. You need to use your everyday knowledge of the solar system to answer this question. All
the planets shown in the diagram (like Jupiter, Saturn, and Uranus) orbit around the sun.
Chapter 10
Social Studies
smart
A Guide to Passing the GED Social Studies Test
If you dont know history, its as if you were born yesterday. If you were born yesterday, then any leader can tell you anything. Howard Zinn
Social Studies Smart
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The GED Social Studies Test
hat is the GED social studies test like? Youll have 50 multiple choice questions to answer in 70 minutes. That
means, on average youll have about 1 minutes per question. The social studies test will ask you questions based on both readings and visual materials. About 40% of the questions, or 20 questions, will be about a reading of 200 words or less. Another 40% (20 questions) will be about visual materials, like maps, charts and graphs, diagrams, cartoons, or pictures. The final 20% (10 questions) will have a combination of text and images. Map reading, understanding charts and graphs, and interpreting diagrams and pictures are all important skills for the social studies test, but these skills are not difficult to learn. Often, several questions will be grouped together to apply to one text or image, but overall youll have more, shorter texts than on the reading test. Most often, there will be one or two questions about a particular short text, chart, map, or picture. A good plan is to aim at finishing one question per minute. That will leave plenty of time to go back to more difficult questions at the end of the test. The social studies test covers 25% National (U.S. or Canadian) History (1213 questions), 15% World History (78 questions), 15% Geography (78 questions), 25% Civics and Government
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(1213 questions), and 20% Economics (10 questions). Thats a lot of material to cover, and not very many questions. The test doesnt try to check your knowledge of details of historical events, because it cant. The area it covers is too broad. Anyone might have a broad knowledge of social studies and still be missing an important piece of information about a Civil War battle, so it would be unfair to test people on facts and dates. The social studies test addresses the bigger issueswhether you have a background of understanding against which to read, analyze and interpret information in all these different areas. Your context for understanding social studies is more important than the details. The GED social studies test is 60% international and 40% national (U.S. or Canada, depending on where youre taking the test). That means you need a background of thinking about the whole world, not just your own country or local area. Reading about world news can give you a good background for thinking about global issues. Youll also need to understand a few important historical documents. In the U.S., youll find questions about the Declaration of Independence, the U.S. Constitution, and landmark Supreme Court cases. In Canada, youll find questions about the Charter of Rights and Freedoms. Youll also find at least one practical document on the social studies test. That means a tax form, voter guide, political speech, or some other document that is important to you, as a citizen. This practical document shows how the big, global and national issues of civics or economics affect individuals like you.

Having a context and background to understand important social studies concepts is one part of the GED test. The other part is having the thinking skills to answer questions about social studies readings or visual information. The thinking skills on the social studies test are broken down into the following categories:
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* About 10 questions (20%) will be comprehension questions.

Youll use skills like restating, summarizing, and inferring.
These questions want to know if you understood what you read.
* About 10 questions (20%) will be application questions. These

examples of those principles.
questions want to know if you can apply what you read about to a new situation. Youll need to understand general principles and
* About 20 questions (40%) will be analysis questions. These

questions want to know if you can understand facts and opinions, make conclusions and relate conclusions to supporting statements and assumptions, recognize persuasive information and evaluate arguments, understand biases and viewpoints, and recognize cause and effect.
* About 10 questions (20%) will be evaluation questions. These
questions want to know if you can evaluate information (by its source, objectivity, accuracy, and appropriateness), compare and contrast, and understand how values and beliefs affect decisions.
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GED Social Studies Skills

Comprehension Questions
Restating Information and Ideas
ne of the ways the GED exam tests whether you understand information and ideas is by testing whether you can recognize
restated information and ideas. Restated information is the same information, put in different words. This is also known as paraphrasing. It means saying something in a new way, using new words. The GED exam will show you a paragraph of text, and then let you choose which answer contains the same information, in different words. If you can recognize the information, even though its in different words, then you understood what was said. Heres an example of a sentence you might see on the GED social studies test:
Antonio Pigafetta, an Italian sailor with Magellan in the 1500s, was one of the first people to notice the International Date Line.
Here is the same idea, restated in new words:

One of the first people who paid attention to the International Date Line was an Italian who sailed with Magellan in the 1500s named Antonio Pigafetta.
Notice that the restated sentence isnt shorter. Its just using different words. Heres a practice question for this skill:
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Impo rtant C o ncept : Eras

Eras are periods of time when important events or trends happened in history. Eras are defined by time and location. This question is about the World War II era. Be prepared to see questions about many different eras on the GED social studies test!
Practice Question
On June 22, 1941, Germany attacked the Soviet Union with three million soldiers, mainly German. Hitler thought the war with Soviet Russia would end in six months or less. It lasted for four years, getting worse and worse. On the Russian front, where Hitlers German tyranny fought Stalins Russian tyranny, the German army lost. Russias win over the Germans changed the course of World War II and helped the AlliesEngland, Russia, and the U.S.win the war. From 20 million to 27 million Russian people, both soldiers and civilians, lost their lives. Which of the following statements is true based on the above paragraph? 1) The war with Soviet Russia ended in six months. 2) More than 27 million Russian soldiers lost their lives. 3) Germanys decision to go to war with the Soviet Union turned out as predicted by German strategists. 4) The Soviet Unions hard-won defeat of Germany was instrumental in winning World War II. 5) Only German soldiers were involved in the attack on the Soviet Union.
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Practice Question Answer
his question is about recognizing restated information from the paragraph. Answer 1 uses a lot of the same words as are
in the paragraph. The paragraph says, Hitler thought the war with Soviet Russia would end in six months or less, and the first answer says, The war with Soviet Russia ended in six months. You need to pay close attention to the meaning of the words to see that these two sentences are saying something different. The first sentence just says what Hitler thought would happen, and the second sentence says it did happen. Reading the whole paragraph, it becomes clear that Hitler was wrong. The second answer also uses words similar to those in the paragraph. It says that more than 27 million Russian soldiers lost their lives. Pay careful attention: The reading says that between 20 and 27 million Russians died, but that includes civilians as well as soldiers. It doesnt say that 27 million Russian soldiers died. Answer 3 says that the decision to go to war turned out as predicted. According to the paragraph, though, Hitler didnt expect the war to last long, and he didnt expect to lose. Answer 5 says that only German soldiers were involved in the attack, but the paragraph says they were mainly German. The correct answer is answer 4. The paragraph says: Russias win over the Germans changed the course of World War II and helped the AlliesEngland, Russia, and the U.S.win the war. This sentence is restated in answer 4: The Soviet Unions hard-won defeat of Germany was instrumental in winning World War II. It says the same thing in different words.

Finding a Fact
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inding a fact is similar to recognizing a restated idea, but the information is not necessarily given in different words. The
question will ask about something in the reading, and youll need to find the correct fact in the reading. A helpful skill in finding a fact is skimming the reading quickly to locate information. You can develop this skill through practice. Remember, reading the question first will help you out. Once you read the question, youll know what youre looking for in the reading. Heres an example of finding a fact:
Impo rtant C o ncept : Supply and D e m an d

Supply and demand is a fundamental economic concept. Be prepared to see questions about supply and demand on the GED social studies test!
Supply and Demand

Supply and demand shows what the price for something should be. At higher prices, people want (demand) less quantity. At lower prices, people want (demand) more quantity. Think of it like this: More people will buy something priced at $1 than if the same thing were $100.
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in d- a- Fact Que sti o n: What does a supply and demand

chart help you find? The answer is that supply and demand shows what the price
for something should be. A supply and demand chart would help you find the price of an item in a free market. Now, heres a GED practice question about finding a fact.
Impo rtant C o ncept : U .S. Co n stit uti o n

The United States Constitution is one of the fundamental U.S. documents that might be on the GED social studies test. Pay close attention to the ideas in the Constitution. We give you the original text from the Constitution plus a plain, modern English version after the question, to make it easier to read. Try the question first without looking at the plain English version. On the exam, you may need to read and understand the original text without a translation. For complete information on these fundamental documents, see the end of Social Studies Smart.

Practice Question From the U.S. Constitution:
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How does a presidential veto work?

Every Order, Resolution, or Vote to which the Concurrence of the Senate and House of Representatives may be necessary (except on a question of Adjournment) shall be presented to the President of the United States; and before the Same shall take Effect, shall be approved by him, or being disapproved by him, shall be repassed by two thirds of the Senate and House of Representatives, according to the Rules and Limitations prescribed in the Case of a Bill. How would Congress pass a law if the President vetoed, or rejected, it? 1) The law would need a two-thirds vote of both the Senate and the House of Representatives.
2) The law would need a majority vote of both the Senate and the House of Representatives. 3) The law would need the concurrence of both the Senate and the House of Representatives. 4) The law would need a unanimous vote of both the Senate and the House of Representatives. 5) Congress cannot pass a law after the President has vetoed it.
U.S. Constitution Excerpt in Plain English: Everything that the Congress does, except end a session, needs to be approved by the President before it becomes law. If he doesnt approve it, its called a veto. If the President vetoes a law, Congress can pass it anyway if two thirds of the Congress votes for it.
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o answer this question, youll need to find the information in the passage. The question asks how Congress can pass a
law if the President has vetoed it. First, you need to understand that a veto is the same as the President disapproving the law. You can find the correct answer near the end of the paragraph. The law would need to be repassed by two thirds of the Senate and House of Representatives. In other words, two thirds of the Congress would need to vote for the law. Thats answer 1.
Charts and Graphs
he GED social studies exam asks you to find information on charts and graphs, as well as in text. Charts, graphs, and
tables are different ways to see and understand information. Take a look at the following chart.
Impo rtant C o ncept : Supply an d D e m an d

Supply and demand is a fundamental economic concept. Be prepared to see questions about supply and demand on the GED social studies test!

Supply and Demand
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hat does this chart tell you? At higher prices, people want (or demand) lower quantities. In other words, people dont
want to buy as much when the prices are higher. At higher prices, businesses want to make (supply) bigger quantities. In other words, businesses want to sell more when the prices are higher. Makes sense! The equilibrium point is the place where supply and demand meet. The equilibrium point gives the price the item should sell for on an open market, when the same number of people want to buy and sell an item.
Main Ideas and Summaries
n the GED social studies test, its important to recognize the main idea of what youre reading. Whats the writer trying
to say? What does the writer mean? Whats the point? The main idea is the point the writer is trying to make and the focus of what youre reading. You need to boil down the information to the big ideas.
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A summary is related to a main idea. A summary is a shorter way to say something, so it gives the main idea in fewer words. Summaries focus on retelling or restating the main idea of the reading. In text, the best places to focus on to look for the main idea are at the beginning and at the end. The beginning and end of text often contains an introduction or conclusion that tells you the main idea. Thats not always the case, though. The summary of a paragraph needs to relate to the whole paragraph, not just one part. Heres an example of a paragraph you might find on the GED social studies exam: Fort Smith is located in Surry County, Virginia. The historic significance of this site dates back to 1614, when English settler John Rolfe married his Native American bride, Pocahontas. Pocahontass father, Chief Powhatan, gave the newlyweds land as a present, and included in that land was a small brick house, across the James River from Jamestown. Pocahontas and John Rolfe lived in this house, now Fort Smith, during the first years of their marriage. A summary of the main idea might read:
In 1614, what is now Fort Smith was a wedding present from Chief Powhatan to John Rolfe and Pocahontas.
A GED social studies question about main ideas can be asked in many different ways. It will include a paragraph, picture, or chart, and youll need to identify the main idea from among several answer choices. Here is an example question:

Practice Question
The Federalist Papers are a group of articles written by Alexander Hamilton and other Founding Fathers of the U.S. The Federalist Papers try to get people to agree with the United States Constitution. Seventy-seven of the 85 articles were printed in The New York Packet and The Independent Journal between 1787 and 1788. The authors hoped that the articles would get people to like the Constitution and get more states to vote for the Constitution. Today, the Federalist Papers show how the Founding Fathers, who wrote the Constitution, thought about the Constitution and what the Constitution means. Which of the following is the best explanation of what the Federalist Papers are? 1) The Federalist Papers are 85 articles printed in The New York Packet and The Independent Journal between 1787 and 1788.
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2) The Federalist Papers, written by the Founding Fathers to gain support for the Constitution, explain what the Constitution meant to the Founding Fathers. 3) The Federalist Papers are newspapers that show the Federalist point of view of the Founding Fathers. 4) The Federalist Papers, written by The New York Packet and The Independent Journal, were an attempt to get states to vote down the Constitution. 5) The Federalist Papers are The New York Packet and The Independent Journal.
his question asks you for an explanation of the Federalist Papers. Since the whole paragraph talks about the Federalist
Papers, the question is really asking for a summary of the

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paragraph. Whats the main idea of what the Federalist Papers are, not just a detail about them? Answers 3, 4, and 5 are incorrect. They are untrue, according to the text. Answer 1 is not untrue, but it gives a detail about the Federalist Papers, not a main idea. Its not a very good explanation of what the Federalist Papers are, because it does not tell whats in the Federalist Papers, why they were written, or why theyre important. The best answer is answer 2.
Implications and Inferences
ne of the ways the GED exam tests whether you understand what you read is by testing whether you can make an
assumption based on what you read. The assumption must be clear from the text. Theres not any doubt that its true, based on what you read. This assumption is called an inference. Its a conclusion or judgment based on information in the reading. It isnt directly stated, but you can guess its true based on the text. An inference is often based on an implication in what you read. An implication is a hint or suggestion. The text hints, or implies, that something is true. If you can pick up on the implications in the text, it shows you understand what youve read. Heres an example of text you might find on the GED social studies test: Apartheid in South Africa was a group of laws that did not allow black people to have the same jobs as whites, live in the same areas, or have the same education. Here are some figures comparing blacks and whites in South Africa in 1978, under apartheid.
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Apartheid and the People of South Africa

Blacks Population Land Allocation Share of National Income Ratio of Average Earnings Minimum Taxable Income Doctors/Population Infant Mortality Rate Annual Expenditure on Education per Pupil Teacher/Pupil Ratio 19 million 13 percent < 20 percent 1 360 rands 1/44,000 20% (urban) 40% (rural) $45 1/60 $696 1/22 Whites 4.5 million 87 percent 75 percent 14 750 rands 1/400 2.7%
Figure 1: Disproportionate Treatment circa 1978. Source: [Leo80]

Source: http://www-cs-students.stanford.edu/~cale/cs201/apartheid.hist.html
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eres one inference you might make from this text: Apartheid kept black South Africans uneducated. Theres a reason for the
inference in the text: If only $45 dollars was spent to educate each black child, and there was 1 teacher for every 60 black children, black children were probably uneducated. The inference must be based on something in the text. Heres another inference you might make from the same text: The apartheid laws were put in place by white people. Theres a reason for this inference in the text, too: Since apartheid laws were so unfair to blacks, its unlikely that black people put them in place. Heres a practice question about making inferences:
Practice Question
Partial Map of Africa, 1911

Based on this map: 1) The locations of mountains in Africa has changed significantly since 1911.
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2) West Africa is actually in the east. 3) East Africa is actually in the west. 4) Portugal was one of the few nations with no relationship to Africa. 5) Europe had a large influence over Africa in 1911.
he question gives a number of statements. Which one is a good inference based on the information on the map? Some
of the answers are false. Answers 2 and 3 are incorrect. The map shows West Africa on the western side of Africa and East Africa on the eastern side. Answer 1 is not right, because theres no information about whether the location of mountains have or have not changed. Answer 4 is incorrect, because the name Portuguese West Africa implies that Portugal was active in Africa. In fact, the European names of the countries imply that answer 5 is correct: Europe had a large influence over Africa in 1911.
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Application Questions
Recognizing a Principle
pplication questions are about principles, fundamental or general ideas that can apply to many different situations or
circumstances. The first step in applying a principle is being able to recognize one. Its important to be able to look at information and see if theres a principle at work. Can you generalize? Can you look at the information and see a guiding principle behind whats happening? To recognize a principle, look at the information. See whats happening. And then think about why it might be true. Heres an example of some data that might show you a principle:
This graph compares how many people went to Google.com and Yahoo.com between the months of December 2006 and December 2007.
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hat can you tell from the graph? The two graphs go up and down at the same times, so the number of people going to
Google.com and Yahoo.com go up and down at the same times. The same factors probably change how many people visit both sites. The graph shows a principle: The same factors affect how many people visit Google and how many people visit Yahoo. Heres a practice question that asks you to recognize a principle:
Practice Question
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Impo rtant C o ncept : Ge o g r aphy an d B e havi o r

The geography of our land, how the world is laid out, affects human behavior. Be prepared to see questions about how geography affects human behavior on the GED social studies test!
Based on this map: 1) Cities tend to be located in deserts. 2) Cities tend to be located in mountains. 3) Cities tend to be located near water. 4) Cities tend to be located near national parks. 5) Cities tend to be located in the center of states.
he principle you can see from this map is that cities tend to be located by water. It makes sense. Travel is easier near
water, and there are more resources. Its easier to grow crops, and there are more plants already growing.

Applying a Principle
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ecognizing a principle is only half your task. The GED social studies test also asks you to apply the principles
you recognize to new situations. Heres the same principle you recognized in the previous practice question:
This map shows the principle that cities tend to be near water. By applying this principle to a new location, such as Australia, you might guess that big cities in Australia are probably on the
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coast. Youll find that its true. Most of the cities in Australia are around its coast. One of the places youll find fundamental principles is in the U.S. government. The Constitution lays out basic principles that are the foundation of our laws. The U.S. Supreme Court makes important decisions about laws by applying the principles of the Constitution to court cases. You should be familiar with some of the important principles of U.S. law and how they are applied by the Supreme Court.
Impo rtant C o ncept : Th e Bil l of R i ght s an d L an d m a rk U . S . Supr e m e Co urt C a s e s

The Bill of Rights is the common name for the first 10 amendments to the U.S. Constitution. As an important part of the Constitution, the Bill of Rights or concepts from the Bill of Rights are likely to be on the GED social studies exam. Landmark U.S. Supreme Court cases are another source of fundamental U.S. government documents. Find more information about the Bill of Rights and landmark U.S. Supreme Court cases at the end of Social Studies Smart.

The First Amendment of the United States Constitution:
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ongress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging
the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances. This amendment states basic principles of U.S. law:
Freedom of Religion Freedom of Speech and Assembly
The government cannot make laws restricting religion. The government cannot make laws restricting what people say or against people protesting.
The U.S. Supreme Court makes rulings by applying these principles to specific cases or examples.
Example of Freedom of Religion:

In 1961, the Supreme Court ruled that the state of Maryland cannot require people to swear that they believe in God to hold office.
Example of Freedom of Speech and Assembly:

In 1989, the Supreme Court ruled that the state of Texas could not jail Gregory Lee Johnson for protesting Ronald Reagans policies by burning a U.S. flag.
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The Fifth Amendment of the United States Constitution:
o person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a
Grand Jury, except in cases arising in the land or naval forces, or in the Militia, when in actual service in time of War or public danger; nor shall any person be subject for the same offence to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation. This amendment states basic principles of U.S. law:
Double Jeopardy Self-Incrimination Due Process
No one can be tried twice for the same crime. No one can be forced to give testimony against him- or herself. No one can be killed, sent to prison, or fined without a trial or hearing.
The U.S. Supreme Court makes rulings by applying these principles to specific cases or examples.
Example of Double Jeopardy:

In 1969, the Supreme Court ruled that the state of Maryland, when it needed to re-try a man convicted of burglary because of a change in the law, could not add the charge of larceny because he was found not guilty of larceny during the first trial.

Example of Self-Incrimination:
In 1966, the Supreme Court instituted the reading of Miranda Rights to suspects when it ruled that the police could not use the statements of people they questioned unless the police made the suspects aware that they did not have to give the police information.
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Example of Due Process:

In 1975, the Supreme Court decided that education was protected by due process, and that a student could not be suspended (denied education) without a hearing (due process).
Heres a GED practice question about a principle in the U.S. Constitutions Bill of Rights:
Practice Question The Fourth Amendment of the United States Constitution:
he right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and
seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.
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In 1914, the Supreme Court ruled that the Federal government could not convict Freemont Weeks of illegal gambling because the evidence against him was found during a search of his home without a warrant. What right was the Supreme Court upholding in this decision? 1) The right to be secure in your person. 2) The right to protection against unreasonable search and seizure. 3) The right to being supported by oath or affirmation. 4) The right to protection against self-incrimination. 5) The right to have probable cause to protect against double jeopardy.
he fourth amendment establishes the necessity for protection against unreasonable search and seizure. It says that in
order to search someone or their home or property, the police must show evidence (probable cause) of why they are searching and what they are searching for. The correct choice is answer 2. The 1914 Supreme Court case applies the principle of protection against unreasonable search and seizure to a particular case. The authorities searched Weeks home without a warrant. Since the fourth amendment requires a warrant, the Supreme Court upheld that the search was illegal, and the government could not convict Weeks with evidence obtained unconstitutionally.

Identifying Examples of a Principle
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he GED test might ask you to identify what principle is being illustrated, but it also might ask you to identify an example
of a principle. Youll need to recognize which example in the answer choices illustrates the principle. If you understand the basic principle, you can understand which example illustrates it. Heres an example of a GED question that asks you to identify an example of a principle.
Practice Question
The world is divided into time zones to reflect the local perceived time, since the sun is visible in a different portion of the sky from different locations on Earth. As you travel quickly westward in a plane or other fast-moving vehicle, you lose time because you travel through different time zones. Which of the following is an example of the principle of losing time? 1) When you fly across the U.S. from Los Angeles to New York, you need to set your watch forward three hours when you arrive.
2) When you fly across the U.S. from New York to Los Angeles, you need to set your watch backward three hours when you arrive. 3) When you take a train from Seattle, Washington south to San Diego, California. 4) When you fall asleep on an airplane and lose track of the time. 5) When you travel to Alaska and the days are shorter because youre closer to the North Pole.
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o answer this application question, you need to understand the principle of losing time. Whats a real-life instance of
losing time while traveling, by passing through time zones? When you set your watch backwards, as in answer 2, youre actually gaining time. Its three hours earlier than it feels like to you, so you have an extra three hours. But when you set your watch forward, as in answer 1, youre losing time. Answer 1 is an example of the principle of losing time.
Analysis Questions
Facts and Opinions
nalysis questions ask you to think about and categorize information. One of the skills on the GED social studies test
is being able to tell the difference between facts and opinion. A fact is a statement that is true. Facts can be checked and proved to be true. An opinion is a belief, conclusion, or value judgment based on facts. It gives someones views or beliefs. Opinions and facts can often be found side-by-side in writing. Heres an example of a paragraph you might find on the GED social studies test: In capitalism, the economy is based on different businesses competing with each other, with as few rules as possible. Unfortunately, an economy where there are few rules will have problems over time. Socialism has an economy that is mainly controlled by the government, and so socialism will have a better economy over time.

The first sentence is a fact. This is the definition of capitalism. The second sentence is an opinion. It gives the writers beliefs about what will happen to a capitalist system over time. The third sentence contains both a fact and an opinion. It gives a definition of socialism, a fact, and it gives an opinion, the value judgment that socialism will have a better economy. Words like unfortunately or better show value judgments and indicate the writers opinion. Heres an example of a GED question about facts and opinions:
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Practice Question
On July 16, 1945, the U.S. held its first successful test of an atomic bomb. The end of World War II was near. To end the war in Japan, the U.S. tragically dropped a nuclear bomb on Hiroshima, Japan. Dropping a bomb on Hiroshima was not needed to win the war. The U.S. did not even give enough time for Japan to realize the terrible effects of the bomb before bombing Nagasaki. This display was not just to end the war. The costs for creating the atomic bomb were a staggering $2 billion. The display of might at Hiroshima and Nagasaki was intended to justify the cost of developing the bomb and put the U.S. in a powerful position over the Soviet Union. Which of the following statements is an opinion, not a fact? 1) The U.S. dropped a nuclear bomb on Hiroshima, Japan. 2) The costs for creating the atomic bomb were $2 billion. 3) Dropping a bomb on Hiroshima was not needed to win the war. 4) On July 16, 1945, the U.S. held its first successful test of an atomic bomb. 5) None of the above.
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he paragraph contains a lot of clues to the writers opinion. Words like tragically and staggering give opinions,
but when those words are removed from the sentences, the rest of the sentences are factual. The cost for creating the bomb can be checked and verified. The U.S. did drop a nuclear bomb on Hiroshima. This fact can be checked from historical records and accounts. The only answer that gives an opinion is that dropping a bomb on Hiroshima was not needed to win the war. Whether the bomb was necessary is an opinion, not a fact.
Showing Information in Pictures
he GED social studies exam tests your ability to understand how showing information in a different way has a different
effect. Pictures and images are an important part of the GED social studies exam, and pictures give us information differently than words. Remember the phrase, A picture is worth a thousand words? Pictures can sometimes give better (or just different) information than words. Heres an example. Apartheid in South Africa was a group of laws that did not allow black people to have the same jobs as whites, live in the same areas, or have the same education. Here is a photo showing an example of an apartheid law.
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Source: http://commons.wikimedia.org/wiki/File:DurbanSign1989.jpg
Photo by Guinnog
hy show a photograph of this sign instead of just giving the text of the sign? The photograph shows the law, that
the beach is only for whites. But it also gives a context. Seeing the official-looking sign makes the law seem real, and the kids playing in the water let you see what non-white people are being denied. Following is a GED practice question about showing information in images.
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Practice Question
This map shows the ancient pyramids in Giza, Egypt.
Source: http://commons.wikimedia.org/wiki/File:Giza_pyramid_complex_(map).svg
Graphic by MesserWoland
What kind of information does the map show that a photograph might not show? 1) What the pyramids look like 2) The type of ground the pyramids are on 3) The color of the pyramids 4) The damage thats been done to the pyramids over time 5) How far away different pyramids are from each other

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he map doesnt give you some information that you might see in a photo, like what the pyramids look like, what type
of ground theyre on, what color they are, or how theyve been damaged over time. Thats information you might see by looking at the pyramids. A map does give you other types of information, such as how far away different pyramids are from each other. The map has a scale that lets you see distances. The correct choice is answer 5.
Showing Information in Charts and Graphs
n addition to pictures, the GED social studies exam also expects you to understand information in charts, graphs, and tables.
Each way of showing data has different benefits, and points out different ideas about the data. The American Civil War lasted from 1861 to 1865 and was fought between the northern Union states and the southern Confederacy states, which wanted to break away from the United States. Following is the same data, or information, about the American Civil War presented in two different ways.
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This chart emphasizes how many more troops the confederacy had than the union, because its easy to visually compare the height of the bars.
This chart emphasizes how the number of troops in the confederacy and the union changed over time, because your eye follows the line across the chart.

Conclusions
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he GED social studies exam tests your ability to analyze conclusions and support for conclusions. A conclusion is like
an opinion. It is an idea or interpretation based on facts. Facts and reasoning are used to support a conclusion, or argue that its true. A conclusion without any support is not very convincing. Heres an example of some text you might read on the GED social studies exam: The Underground Railroad was an escape route for slaves to get from the South to free states in the North or Canada. No single person or organization ran the Underground Railroad. Instead, it was a web of people who each helped runaway slaves through a particular part of the route. Between 1810 and 1850, the Underground Railroad helped an estimated 100,000 slaves escape. This staggering number shows the effectiveness of the Underground Railroad. The writer makes a conclusion: that the Underground Railroad was effective. The paragraph contains support for that conclusion: the estimated number of slaves it helped escape. The supporting statement gives the reason why the writer thinks the Underground Railroad is effective. Following is a practice question about support and conclusions.
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Practice Question
In 1945, the U.S. dropped the first two atomic bombs at Hiroshima and Nagasaki, ending World War II. This was a needed step to save lives. William Shockley did a study for the U.S. Secretary of War. This study said that if the U.S. attacked Japan, 1.7 to 4 million Americans would be hurt, and 400,000 to 800,000 would die. Five to ten million Japanese people would die. The total number of deaths at Hiroshima and Nagasaki was around 200,000. The need to use a nuclear weapon is appalling to humanity. However, if the U.S. had attacked Japan traditionally, more people would have died than the number who died at Hiroshima and Nagasaki. Measured in human life, the bombings were necessary. Which of the following statements supports the authors conclusion that the U.S. bombings at Hiroshima and Nagasaki were necessary and saved lives? 1) In 1945, the U.S. dropped the first two atomic bombs at Hiroshima and Nagasaki, ending World War II.
2) William Shockley did a study for the U.S. Secretary of War. 3) This study said that if the U.S. attacked Japan, 1.7 to 4 million Americans would be hurt, and 400,000 to 800,000 would die. 4) The need to use a nuclear weapon is appalling to humanity. 5) Measured in human life, the bombings were necessary.

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ach of the answers is a statement from the paragraph. Your job is to decide which one supports the authors conclusion, that
the U.S. bombings were necessary and saved lives. Answer 1 gives a fact, that the U.S. dropped the bombs. But it doesnt give any reason why the bombings were necessary. Answer 2 has the same problem. It gives a fact, that Shockley did a study. It doesnt say what the study said, or give any reason for the authors conclusion. Answer 3 does give a reason. It tells how many Americans might have been hurt or died. The author supports his conclusion by comparing the number of deaths their might have been without dropping the bombs to the number of deaths that occurred. Answer 3 is correct. Answers 4 and 5 are incorrect because they give opinions, not facts or support for the authors conclusion.
Cause and Effect
he GED social studies exam expects you to be able to recognize cause and effect. An effect is something that
happens as a result of something else, and a cause is why that thing happened. The cause is the reason for the effect. Understanding cause and effect helps you evaluate arguments, opinions, and conclusions. Cause and effect is easy to understand, but it can be complex to apply to real-life problem. Two things happen at once. Which one is the cause, and which one is the effect? Maybe theres another, more complex relationship. Heres an example:
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In America, the number of ice cream sales and the number of car thefts both go up at the same time. This is called a correlation. Whenever ice cream sales go up, car thefts become more common. This doesnt mean there is a cause and effect relationship between ice cream sales and car thefts. In fact, both are caused by weather. On hot days, people want ice cream. On hot days, people also leave their car windows down, which makes their cars easier to steal. The correlation between ice cream sales and car thefts is explained by a common cause: hot weather. Identifying cause and effect can be important. Historians want to know what caused different events in history to occur. Economists want to know what causes prices to rise and fall, or what causes more jobs to be created. Geographers want to know what the effect of geography is on human civilization. So, cause and effect is found throughout social studies. You can even use what you know about cause and effect to predict the results of some situations. Following is a GED practice question about cause and effect.

Practice Question
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Spanish Conquest of Mexico 15191521

In April of 1519, 11 Spanish ships landed on Mexicos coast. Hernn Corts was the leader of over 500 Spanish soldiers and sailors on the ships. The local people, called Totonac Indians, greeted the Spanish and gave them gifts. Corts knew that there was a large area inland that was ruled by the Aztec people. Corts asked to meet with the Aztec ruler, Moctezuma II. Corts came to Mexico to find riches and land for Spain, but the Aztec people did not know this. The Aztecs were impressed by the Spanish guns and horses, which the Aztecs did not have. The Aztecs were also expecting the return of the god Quetzalcoatl, and they thought that the strangers from the sea could be Quetzalcoatl or his messengers. Which of the following is most likely to happen? 1) Corts will be touched by the Aztec peoples gifts and not take their land for Spain.
2) Corts will convince the Aztec people to peacefully give all their land and wealth to Spain. 3) The Aztecs will realize what Corts is doing and defeat Corts and the Spanish. 4) The Aztecs will be taken over by Corts and the Spanish because the Aztecs will not be prepared to fight the Spanish. 5) The Aztecs will be taken over by the Spanish, but Corts will not participate.
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Causes
he text gives you some causes and an effect: The Spanish and their guns and horses seemed strange to the Aztecs. According to the Aztec religion, the god Quetzalcoatl would return soon.
Effect
The Aztecs thought the Spanish might be related to the god Quetzalcoatl. The text also tells you that Corts wanted riches and land for
Spain. What is the most likely effect of this situation? The Aztecs dont know who Corts really is or what he wants. Corts is looking for money and land. Corts is unlikely to change his mind because of the Aztecs gifts, and the Aztecs are unlikely to peacefully give away their land. There is nothing to indicate that the Aztecs will realize what Corts is doing, and theres nothing to indicate that Corts might not participate in trying to take over the Aztecs. The best choice is answer 4.
Point of View
oint of view is important in understanding historical situations and interactions between people. Everyone has
different opinions, ideas, and beliefs. Different people, living in different places and times, see things in different ways. A point of view is the way someone looks at an issue or idea.

Social studies deals with people from different times throughout history and different cultures around the world. A persons culture is important to his or her point of view. When Corts first contacted the Aztecs, each group looked at the situation differently. Corts and the Spanish believed that they were superior to, or better than, the people of Mexico. They thought that it was the right thing to do to take over Mexico for Spain and make the local people Spanish citizens. The Aztecs did not realize that Corts wanted to take over their land and did not understand the Spanish guns and horses, which they had never seen. From their point of view, the strange-seeming Spanish people could have been gods. Heres an example showing point of view:
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Trade Between China and Europe 15171800

When Europeans began to trade with China, the Chinese were already using a tribute system to gain power over other local nations. In the tribute system, a government had to give China tribute. A tribute was not only giving a gift; it was also recognizing how important China was. From the Chinese point of view, a nation giving tribute to China was showing that China was the most important country in the world. When Europeans arrived to trade, the Chinese saw Europes countries as lesser states, just like Siam, Japan, and other Asian nations. On the other hand, the Europeans did not think of China as better than them. To Europes nations, the tribute system was just a way to trade with China.
Point of View
he Chinese had a different point of view than the Europeans. The Europeans paid tribute to China so that they
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could trade with China. The Chinese felt the Europeans were acknowledging China as superior, or better than them. The Europeans thought of it more like paying a fee to trade with China.
The Persuasive Argument
oint of view is also important in understanding persuasive arguments. The GED social studies exam tests if you can
recognize and understand a persuasive argument. Persuasion is when someone or something tries to change the way you think about a topic. Persuasion can take many forms, including speech, text or even a picture. A persuasive argument tries to convince you of something. Heres an example of a persuasive argument: In theory, subsidies (money given by the government to businesses) help American farmers compete with foreign farms. This may be true in the short term, but what about the big picture? Yes, subsidies may help farmers right now, but what happens later? Subsidy payments, once begun, are very difficult to stop. Big businesses try to make the government keep giving them money long after they dont need it anymore. People like you and me pay for these subsidies, and this hurts the whole country. Subsidies may work in the short term, but they are a bad idea.
he author is trying to persuade you that subsidies are a bad idea because they end up costing you money and paying big
business. The author gives you evidence and a conclusion, and the evidence is designed to persuade you that the conclusion is true. This is one of many issues where arguments can be made on each side. Its important to understand that the writer isnt interested

in showing you both sides of the issue. The writer only wants to persuade you to believe one opinion. Heres an example GED question about persuasive arguments:
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Practice Question
Between 1920 and 1933, drinking alcohol was illegal in the United States. This period is called Prohibition. Read the following passage from an article about Prohibition: National prohibition of alcohol (192033)the noble experimentwas undertaken to reduce crime and corruption, solve social problems, reduce the tax burden created by prisons and poorhouses, and improve health and hygiene in America. The results of that experiment clearly indicate that it was a miserable failure on all counts. The evidence affirms sound economic theory, which predicts that prohibition of mutually beneficial exchanges is doomed to failure.
From Alcohol Prohibition Was a Failure by Mark Thornton, http://www.cato.org/pub_display.php?pub_id=1017
Which of the following statement best expresses the writers point of view about Prohibition? 1) The writer is for Prohibition, because he believes it can reduce crime and corruption.
2) The writer is for Prohibition, because he believes it can solve social problems and reduce taxes. 3) The writer is for Prohibition, because he believes it can improve health and hygiene in America. 4) The writer is against Prohibition, because he believes the goals of Prohibition cannot be accomplished by limiting business. 5) The writer is against Prohibition, because he believes its morally wrong to stop people from selling alcohol.
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he writer is against Prohibition, but his opinion is more specific than that. The writer called Prohibition a miserable
failure and says that outlawing any mutually beneficial exchangean exchange of goods, services, or money thats good for both people involvedis a bad idea. The use of strong words like miserable and doomed shows that the writer has a strongly held opinion against Prohibition. The writer isnt opposed to the goals of Prohibition, but he believes that Prohibition cannot solve problems. He believes that limiting business (a mutually beneficial exchange, where one party gains money and another party gains goods) cannot be successful. It is doomed to failure, in his words. He doesnt say its morally wrong, only that it cannot succeed.
Evaluation Questions
How Good Is an Argument?
he GED exam expects you to recognize points of view, arguments, and conclusions. An argument is the facts and
logic used to support a conclusion, and the GED expects you to analyze arguments. How good is a persons support for his or her opinion? Can you tell a good argument from a poor argument? If an argument is good, it will have good reasons why its true. Its not enough that there might be good support for the argument somewhere. The support for the argument needs to be stated with the argument.

Heres an example of an argument: Tax breaks for big businesses are important. While most people may not see how businesses paying less taxes helps them right away, when big businesses pay less taxes, they make more money. Businesses that make more money charge less for goods and make more jobs. That means lower prices and more jobs. Whats good for business is also good for you. This argument uses logic to say why lower taxes for businesses is good for everyone. But is it good logic? The writer does not give any facts, and does not give any evidence that businesses will lower prices and add jobs if they pay less in taxes. The argument is not very well supported in this one paragraph because there are no facts. This paragraph might be a good introduction to a longer essay that included facts, examples, or studies to support the generalizations in the paragraph.
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Comparing and Contrasting
he GED test may ask you to compare and contrast different ideas, points of view, or events. When you make
comparisons, you can evaluate conclusions or evidence, ways of presenting information, or interpretations of ideas. The following GED question asks you to compare:
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Practice Question
Compare the following presentations of information:
Federal Subsidies Federal Nutrition for Food Production, Recommendations 19952005

Vegetables and Fruits Nuts, Legumes, Meat, and Dairy Grains Sugar and Oil (subsidies include starch and alcohol) .37% 75.71% 13.23% 10.69% 9 servings 6 servings 11 servings Use sparingly

Which of the displays of the same data shows greater desire to persuade on the part of the author? 1) The table 2) The pyramid charts 3) Neither the table nor the pyramid chart is an attempt to persuade. 4) Both the table and the pyramid chart attempt to persuade equally. 5) The federal subsidies on the pyramid chart, but the nutrition recommendations in the table
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his question asks you to analyze the presentation of information, but it also asks you to evaluate the differences
between two presentations. You need to use your skills in recognizing point of view to compare which chart is more geared toward persuasion. The best choice is answer 2. The pyramid charts give a visual comparison of two kinds of information in order to persuade the viewer that federal food subsidies are not well balanced. The title of the chart shows that the author is trying to promote a specific point of view about health.
How Values and Beliefs Affect Decisions
ocial studies is really about people. The GED social studies exam wants you to recognize that the decisions made
throughout history are human decisions, and theyre based on values and beliefs that people have held in different times and different places. Values and beliefs affect the choices that we make.
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Values are whats important to us, and beliefs are the things we believe are true. Values and beliefs make up our ideas about what is fair, just, or right. The fundamental ideas of our government, such as the freedom of speech and the balance of power are based on values. The Declaration of Independence says, We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. Thats a statement of values and beliefs. The Founding Fathers of the United States believed in equality and rights, and they valued life, liberty, and the pursuit of happiness, since they chose to point out those rights. They believed that peoples rights were unalienable, meaning that rights cannot be given by the government or taken away. Rights exist apart from the government. Here is a quote from United States Senator Carl Schurz:
My country, right or wrong; if right, to be kept right, and if wrong, to be set right.
This is an often quoted remark made by Senator Schurz to the U.S. Senate in 1872. He was replying to a call for patriotism, to stand by the country, right or wrong. Later, Schurz called this false patriotism, saying that the true patriotism was to watch the path of the country and change course when things were not right. What values and beliefs does Schurz hold? How do his actions reflect his values and beliefs?

The values expressed in this statement are duty and responsibility. He says that Americans must not only take pride in their country. They must also work to keep it healthy. His words in speaking before the Senate reflect these values. Schurzs decision to become a U.S. Senator also reflects his values of responsibility and working to keep the country healthy, something a Senator has power to influence.
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Evaluating Information
he GED social studies exam tests how well you can evaluate information. We get information from many sources. But
how useful is it? What does our information really tell us? To be useful, information should be from a good source. A source is a person or organization that provides information. The source should be reliable. If you cant depend on the source, then you cant depend on the information. It might be true, but it might not. If information is from an unreliable source, its best to try to confirm it with more reliable sources. Its always best to look at information from multiple, reliable sources. Here are some examples of reliable and unreliable sources of information:
Reliable Sources
A credible major newspaper A government website A university researcher
Unreliable Sources
Something a friend told you at a party A website by an unknown author An e-mail forwarded from a third party
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You can often judge a source by whether its information has been reliable (true) in the past, how it gets its information, and what its motives are. For example, a drug companys motive might be to get you to buy its drugs. Motives have to do with objectivity, and thats another way to evaluate information. To be useful, information should be objective, not influenced by a strong opinion. Someone without an objective opinion might only give you information on one side of an issue and leave out information that doesnt support his or her views. At worst, someone without an objective opinion might give false or untrue information. An example of non-objective information might be a sales brochure or an advertisement. To be useful, information must also be correct and accurate. Information might be from a reliable, objective source, but it could still be incorrect. For example, a reliable polling firm might give a result thats incorrect because of a problem with their data. To be useful, information must also be not too old. Information from past sources can be useful to understand past conditions, but old information is often out-of-date and doesnt reflect the best current information and knowledge. For example, the following map of the U.S. and Mexico from 1847 is not good information for showing the accurate west coastline. The makers of this map didnt have as much knowledge about the west coast of the U.S. as we do today.
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Here is a practice question about information:
Practice Question
Which of the following would be the best source for information about the current population of Newark, New Jersey? 1) An article on a user-generated online encyclopedia 2) The U.S. Census Bureaus ten-year census, taken eight years ago 3) A New Jersey state census conducted last year 4) A book on population statistics written by a Newark author in 1964 5) A local Newark newspapers poll of 300 Newark residents
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his question asks you to rate sources of the best information. The article on a user-generated online encyclopedia
might have correct information, but it might not. Because the information is written by users, you have no way to judge the reliability of the source. The U.S. Census Bureau is a reliable source, but the last census was eight years ago, so the information might not be current. The New Jersey state census is a better source, since it is a government census as well, but its more recent. The book on population statistics is also too old, since its from more than forty years ago. The local newspapers poll cant give accurate population statistics, since it only polled 300 residents. The best choice is answer 3.
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Important Historical Documents
he GED social studies test wont ask you to remember facts, names, and dates, but you will need to be able to read,
understand, and interpret information and images. That means, youll need some background in important concepts. On the U.S. GED test, youll definitely run into a question about the Declaration of Independence, the United States Constitution, or landmark Supreme Court cases. Since some of these documents can be difficult to read, its a good idea to become familiar with them. It will also give you background on important civics ideas.
The Declaration of Independence
he Declaration of Independence is a document sent by the original 13 British colonies that became the first 13 United
States to King George III of England, declaring their intention of forming a new nation. Here is the beginning of the Declaration of Independence, along with a plain-English summary of what it says.
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IN CONGRESS, JULY 4, 1776
The unanimous Declaration of the thirteen united States of America
Original Text
When in the Course of human events it becomes necessary for one people to dissolve the political bands which have connected them with another and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Natures God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation. We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.
Plain English
When one group of people need to free themselves from their political relationship with another people to form their own nation, it is important for them to tell the world why they are declaring their freedom. We believe these things are unmistakably true: all men are fundamentally equal, with certain rights that cannot be taken away, including life, freedom, and the ability to seek happiness. The purpose of government is to keep peoples rights safe, and the power of the government comes from the peoples agreement. When a government no longer protects peoples rights, the people may change or remove the government, and put in place a government that seems best able to promote safety and happiness.
That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed,
That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness.
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Original Text
Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn that mankind are more disposed to suffer, while evils are sufferable than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security. Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world.
Plain English
It would be unwise to change a long-standing government for unimportant reasons, and people tend to live with bad things instead of having a revolution. But when rulers show themselves to be tyrants, it is the peoples right and duty to change the government and create a new means of security.
The colonies have suffered through this treatment and now must change their government. The King of Great Britain has hurt and stolen from the colonies, creating a tyranny, and here are the facts that show it.
After this introduction, the Declaration of Independence goes on to list many reasons why the thirteen colonies wanted to become independent United States. It says that King George III:
* Rejected necessary laws * Stopped his governors from passing laws without his permission,
and then wouldnt look at the laws
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* Refused to pass laws unless people gave up their right to be

represented in the government
* Made government meetings of lawmakers at inconvenient,

up what they wanted
strange, and far-away places, so that the lawmakers would give
* Disbanded legislatures (groups of lawmakers, like the Congress)

that disagreed with his policies
* Refused to allow new elections of new legislatures * Stopped people from immigrating to the States * Stopped laws that would create courts and judges * Made judges dependent on only the king for their jobs and
salaries
* Created many official positions and sent officers who annoyed

and took advantage of the people
* Kept an army in the colonies without the colonies legislatures

permission
* Put the military in charge of the colonies governments * Imposed laws outside of the colonies own laws * Made the colonies house soldiers * Protected soldiers from punishment for murdering colonists * Cut off trade between the colonies and the rest of the world * Taxed the colonies without their permission
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* Punished or jailed colonists without a proper trial with a jury * Brought colonists overseas to be tried for crimes they didnt
commit
* Replaced the laws of a neighboring area with an imposed

government
* Removed and changed local government charters and laws * Removed the colonies legislatures and appointed his own people
as lawmakers
* Waged war against the colonies * Wreaked destruction on the lands, towns, and people of the
colonies
* Brought paid foreign armies to attack the colonies * Forced colonists to join his army and fight against and kill other
colonists
* Stirred up revolts and fighting among the colonists and caused

the native Indians to attack When you boil down all these examples, the colonists are complaining that King George III isnt letting them have a say in their own government and is taking advantage of them unfairly. Instead of letting the colonies write their own laws and elect their own governors, King George sent officers and soldiers to control the colonies. The colonists didnt have a say. The Declaration of Independence also says that King George is the one waging war on them and trying to control them with his army.
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Here is the end of the Declaration of Independence, with what it means in everyday English:
Original Text
In every stage of these Oppressions We have Petitioned for Redress in the most humble terms: Our repeated Petitions have been answered only by repeated injury. A Prince, whose character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free people. Nor have We been wanting in attentions to our British brethren. We have warned them from time to time of attempts by their legislature to extend an unwarrantable jurisdiction over us. We have reminded them of the circumstances of our emigration and settlement here. We have appealed to their native justice and magnanimity, and we have conjured them by the ties of our common kindred to disavow these usurpations, which would inevitably interrupt our connections and correspondence. They too have been deaf to the voice of justice and of consanguinity. We must, therefore, acquiesce in the necessity, which denounces our Separation, and hold them, as we hold the rest of mankind, Enemies in War, in Peace Friends.
Plain English
While we were being oppressed, we asked for change, and we were given only more oppression. A ruler who becomes a tyrant is not qualified to rule a free people.
We have not ignored the British. We have warned them of the wrong and oppressive actions of their government. We have reminded them why we came to America. We asked for justice and fairness, and we asked them, because we were once British, to reject the wrongs done to us, wrongs that would lead to a break of the ties between Britain and America. The people of Britain have ignored a call for justice and brotherhood. That is why we must treat the British as any other foreign nation, enemies in war and friends in peace.
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Original Text
We, therefore, the Representatives of the united States of America, in General Congress, Assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by Authority of the good People of these Colonies, solemnly publish and declare, That these united Colonies are, and of Right ought to be Free and Independent States, that they are Absolved from all Allegiance to the British Crown, and that all political connection between them and the State of Great Britain, is and ought to be totally dissolved; and that as Free and Independent States, they have full Power to levy War, conclude Peace, contract Alliances, establish Commerce, and to do all other Acts and Things which Independent States may of right do. And for the support of this Declaration, with a firm reliance on the protection of Divine Providence, we mutually pledge to each other our Lives, our Fortunes, and our sacred Honor.
Plain English
We, who are representing the United States of America, appealing to a higher power and by the power of the People, state that the colonies are and should be free and independent states. The United States of America have no obligation to be loyal to Britain. All ties between Britain and the States are ended. As free and independent nations, the States have power to fight wars, negotiate peace, make alliances, conduct business, and do all things that nations do. In support of this declaration, relying on a higher power to protect us, we promise to each other our lives, our futures, and our honor.
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The United States Constitution
T T
he United States Constitution is the document that determines how the United States government is structured
and what its powers are. The Constitution is the first law of the United States. Any law that goes against the Constitution must be overturned.
The Preamble
he Constitution is divided into a number of parts. The introduction of the Constitution is called the Preamble:
We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America. The Preamble begins We the People, because the point was
to have self-governance. The colonists wanted to govern themselves, and have a government that helped them, instead of having a government imposed on them, like under King George III. The Preamble also states the goals of the government: justice, domestic tranquility (peace), self-defense, well-being, and freedom, for the people and their posterity (children).
The Body of the Constitution
fter the Preamble, there are seven sections, or articles, of the Constitution. The first three articles of the Constitution

create the three branches of the U.S. government, the legislative, executive, and judicial branches. The writers of the Constitution wanted to split the governments power between three parts of the government, so no one part of the government or person could be too powerful. This idea is called the separation of powers or a system of checks and balances.
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! Artic l e 1
creates the legislative branch of the government,
the U.S. Congress. The legislative branch makes laws. The Congress is divided into two houses, the Senate and the House of Representatives. Every state has two Senators and a number of Representatives decided by the states population. Both houses of Congress need a majority vote to pass a law, and then the President either signs the law or refuses to sign. If the President refuses to sign a law, a two-thirds majority of the Senate can vote for the law to pass it anyway.
! Artic l e 2
creates the executive branch of the
government, which is responsible for carrying out the countrys laws. The head of the executive branch is the President, who is in charge of the military and appointing judges, as well as running the government.
! Artic l e 3
creates the judicial branch of the government,
the courts. The courts are responsible for interpreting the laws, or saying what they mean, and settling disputes or arguments. Article 3 creates the Supreme Court, the highest court in the U.S., and specifies that crimes must be tried by a jury. The last four articles of the constitution talk about the role
of the states and how to add new states; how the Constitution can
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be amended, or changed; debts and oaths of office, including the idea that no one must take a religious oath to hold an office in the United States; and ratification, or how the states vote for and sign the original Constitution to make it the basic law of the new government.
The Bill of Rights and Other Amendments
he Constitution includes a section on how it can be changed, or amended. Over time, 27 amendments have been added to
the Constitution. The first ten amendments were added in 1791, soon after the Constitution was enacted. These amendments are commonly called the Bill of Rights. The first ten amendments to the Constitution are:
! Fi rst A m en dm ent :
assembly and peaceful protest.
Establishes freedom of speech,
freedom of religion, freedom of the press, and freedom of
! Secon d A m en dm ent :
weapons.
Establishes the right to own
! Thi rd A m en dm ent :
Establishes that the government
cannot force people to house soldiers in their homes. Establishes that the
! Fou rt h A m en dm ent :
government cannot search people or their homes or property, or take someones property, without a warrant that shows the government has good reason to search and/or take something.
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Establishes that people cannot
! Fift h A m en dm ent :
be arrested and tried without an indictment, showing that the government has good reason for the arrest, and that a person cannot be tried for the same crime twice (double jeopardy) or be forced to testify against himself or punished without a trial.
! Si xt h A m en dm ent:
Establishes the right to a quick
trial, where the accused can confront witnesses against him and present witnesses in his defense.
! Sev ent h A m en dm ent :

decided by a judge.
Establishes that non-
criminal law suits have the right to be tried by a jury instead of
! Eight h A m en dm ent :
unfair fees and bail.
Establishes that the
government cannot imposes cruel and unusual punishments or
! Nint h A m en dm ent :
Establishes that just because a
specific right isnt mentioned in the constitution doesnt mean that that right doesnt exist or isnt important.
! Tent h A m en dm ent :
Establishes that any power not
given to the U.S. government in the Constitution belongs to the individual states and to the people of the U.S. Some other important amendments include:
! Thirt eent h A m en d m ent : ! Fift eent h A m en d ment :

vote, regardless of race.
Makes slavery illegal.
Guarantees the right to
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! Ei ght eent h A m en dm ent :
Made alcoholic
drinks illegal in the U.S., during a period called Prohibition. During this time, illegal alcohol became large criminal black market. The Eighteenth Amendment was repealed, or undone, by the Twenty-First Amendment more than a decade later.
! Ni net eent h A m en dm ent :

to vote to women as well as men.
Guarantees the right
! Tw enty -F ir st A m en dment :
alcohol legal in the U.S. again.
Repeals, or
ends, the Eighteenth Amendment and ends Prohibition, making
! Tw enty -Se c o n d A m en d ment :

Presidents to two four-year terms in office.
Limits
Landmark Supreme Court Cases
he United States Supreme Court makes judgments about what is and is not legal in the United States under the United
States Constitution. Supreme Court Justices use the Constitution to decide individual cases. Even if the Federal government passes a law, the Supreme Court can overturn that law, if it goes against the Constitution. The Supreme Court has decided many cases, and you wont have to know or memorize them. But you should understand what Supreme Court decisions mean and be able to read and think about them. Here are a few of the most important Supreme Court cases in United States history.

Marbury v. Madison (1803)
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n the case of Marbury v. Madison, the Supreme Court first defined its own powers. The Supreme Court ruled that it had
the power to overturn a law of Congress, if that law went against the United States Constitution. From the majority opinion (the written opinion of most of the Supreme Court Justices): Certainly all those who have framed written constitutions contemplate them as forming the fundamental and paramount law of the nation, and consequently the theory of every such government must be, that an act of the legislature, repugnant to the constitution, is void.
Dred Scott v. Sandford (1857)
red Scott was a slave who traveled with his owner to Illinois, a state without slavery. Scott claimed freedom because he
was in a free state, and the case went to the Supreme Court. The Supreme Court ruled that black slaves, or any black man, could not be a citizen of the United States. The ruling says that Congress could not outlaw slavery, that slaves could not file law suits, and that slaves, as property, could not be taken away from their owners without legal due process. The Dred Scott decision was later overturned by the Thirteenth Amendment, and later Supreme Court cases contradict it.
Plessy v. Ferguson (1896)
lessy v. Ferguson began as a lawsuit by Homer Plessy, a man who was one-eighth black, against the state of Louisiana for
making it illegal for him to ride in a whites-only train car. After a
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judge named Ferguson ruled against Plessy in Louisiana, the case came to the Supreme Court. The Supreme Court ruled against Plessy, saying that keeping blacks segregated was okay as long as there were equal accommodations, leading to a policy of separate but equal segregation in the U.S. This case was later overruled in the case of Brown v. Board of Education.
Brown v. Board of Education (1954)
rown v. Board of Education overturned separate but equal policy in the United States. The Supreme Court decided
that state laws forcing black children to go to separate schools from white children denied equal education for black children. All nine Supreme Court judges agreed with the decision, which stated that separate educational facilities are inherently unequal.
Impo rtant C o ncept : C h an g e o v er T i m e

Changes in our government reflect changes over time in our society and culture. Change is written into the U.S. Constitution, giving Congress and the States the ability to get together and change the Constitution. Supreme Court decisions can be changed over time. Plessy v. Ferguson was changed by the case of Brown v. Board of Education, and Dred Scott v. Sandford was changed by amending the U.S. Constitution.

Miranda v. Arizona (1966)
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he case of Miranda v. Arizona is the origin of the Miranda warning that police officers recite to suspects before
questioning. Although no particular wording is required, a typical Miranda warning says: You have the right to remain silent. Anything you say can and will be used against you in a court of law. You have the right to have an attorney present during questioning. If you cannot afford an attorney, one will be appointed for you. Do you understand these rights? This is very similar to the Supreme Court decisions language, which reads: The person in custody must, prior to interrogation, be clearly informed that he or she has the right to remain silent, and that anything the person says may be used against that person in court; the person must be clearly informed that he or she has the right to consult with an attorney and to have that attorney present during questioning, and that, if he or she is indigent, an attorney will be provided at no cost to represent him or her. The basis of the Miranda warning is the Constitutional guarantee that people will not be forced to testify against themselves.
Roe v. Wade (1973)
oe v. Wade is one of the most controversial Supreme Court cases. This decision states that the Constitution contains a
right to privacy, and that laws banning abortion deny the right to privacy. The decision states that until a fetus is viable, able to live outside the mother with medical help, usually around 4 months, a mother may choose to abort the fetus. The decision also allows for abortions after 4 months, if the pregnancy endangers a womans
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health. The Supreme Courts opinion reads: right of privacy, whether it be founded in the Fourteenth Amendments concept of personal liberty and restrictions upon state action, as we feel it is, or, as the District Court determined, in the Ninth Amendments reservation of rights to the people, is broad enough to encompass a womans decision whether or not to terminate her pregnancy.
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Practice Questions
1. Read the following passage: What is insider trading? It usually means an insider (someone who works in a company) buying or selling stock because of special information he or she knows. For example, if you know your company is going to be bought by a bigger company, but its a secret from the public, buying more stock would be insider trading. The same thing is true if an insider knows the stock price will go down (for example, if the company is going bankrupt), and sells all their shares in the stock to keep from losing money. This type of buying or selling stock is illegal. Which statement best defines insider trading? 1) Insider trading is someone who works in a company buying or selling stock.
2) Insider trading is when someone buys stock because his or her company is going to be bought by a bigger company. 3) Insider trading is the illegal buying or selling of stock based on inside information. 4) Insider trading is when an insider knows the stock price will go down. 5) Insider trading is selling all your shares of a stock thats going down to keep from losing money.
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2. Which of the following statements best expresses why salads are more expensive than Big Macs, according to the creators of this chart? 1) The government gives more subsidies for meat than for farming fruits and vegetables.
2) The government recommends more fruits and vegetables each day than proteins. 3) The government recommends more grains and protein, combined, per day than vegetables. 4) The government gives a small amount of subsidies to grain farmers. 5) Federal subsidies for food production are roughly in line with federal nutrition recommendations.

3. Read the following passage: Fort Smith is located in Surry County, Virginia. The historic significance of this site dates back to 1614, when English settler John Rolfe married his Native American bride, Pocahontas. Pocahontass father, Chief Powhatan, gave the newlyweds land as a present, and included in that land was a small brick house, across the James River from Jamestown. Pocahontas and John Rolfe lived in this house, now Fort Smith, during the first years of their marriage. Which of the following inferences might you make based on this reading? 1) Fort Smith was an important historical location in the 1500s.
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2) Pocahontas was not from a local Virginian native tribe. 3) Pocahontas was a peasant in her Native American tribe. 4) Land was worthless and unappreciated in the 1600s. 5) Chief Powhatan accepted John Rolfe as a son-in-law. 4. From the U.S. Constitution: The Congress shall have Power to lay and collect Taxes, Duties, Imposts and Excises, to pay the Debts and provide for the common Defence and general Welfare of the United States; but all Duties, Imposts and Excises shall be uniform throughout the United States. Which of the following is illegal, according to this passage? 1) Any Federal taxes not used for welfare. 2) A Federal income tax in California that is .01% more than the Federal income tax in Tennessee. 3) A Federal tax on imported goods from China. 4) A Federal tax on imports from Mexico that is .01% more than Federal taxes on imports from China. 5) A Federal tax on exported goods.
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5. Read the following passage:
Abraham Lincoln is the best-respected American president. He was the sixteenth President of the United States and took office on March 4, 1861. Tragically, Lincoln was assassinated in April 1865. Lincoln was the greatest opponent of slavery in the U.S. and often spoke against expanding slavery into new U.S. territories. Lincoln led the United States during the American Civil War and issued the Emancipation Proclamation in 1863, declaring freedom for slaves in Confederate states. The Emancipation Proclamation was an important step toward ending slavery in the U.S. Which of the following words conveys an opinion of the author? 1) President 2) Tragically 3) Assassinated 4) Slavery 5) Emancipation
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Use the Venn diagram to answer questions 6 and 7. The following Venn diagram shows the powers of the Federal and state governments.
Powers of the U.S. Federal Government and State Governments
6. This diagram helps the viewer: 1) See the changes in state and Federal powers over time 2) Compare and contrast state and Federal powers 3) Understand the hierarchical relationship between state and Federal government 4) Objectively measure the importance of state versus Federal powers 5) See real-life examples of how Federal and state powers are implemented
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7. The Federal and state governments have some of the same powers because: 1) The Federal and state governments similar powers are unnecessary and duplicated effort.
2) Powers like making courts give the state jurisdiction over Federal areas. 3) The Federal government cannot do enough in some areas, and so the state governments must help the Federal governments through shared powers. 4) The Federal and state government use similar powers like making courts to implement policies on the Federal level and the state level, respectively. 5) The Federal and state governments have no similar powers.

Use the following passage to answer question 8.
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The Voting Rights Act of 1965

The Voting Rights Act of 1965 was originally enacted to prohibit election practices that excluded minorities from exercising their right to vote. During the 1960s and 70s, the U.S. Department of Justice used its provisions to enforce prohibitions on election practices such as poll taxes, literacy tests, and other prerequisites to voting that discouraged minorities from voting. Once direct obstructions to voting were more or less eradicated by enforcement of the Act, the focus changed to the effects of gerrymandering on minorities. Many State redistricting plans were held to be in violation of the Act because they included districts that had been drawn in such a way as to dilute a minority populations voting strength, usually by spreading a compact minority population across several districts. These cases began in 1986. The Voting Rights Act states: No voting qualification or prerequisite to voting or standard, practice, or procedure shall be imposed or applied by a State or political subdivision in a manner which results in a denial or abridgement of the right of any citizen of the United States to vote on account of race or color . . . 8. Which of the following types of redistricting does The Voting Rights Act of 1965 NOT protect people from? 1) Redistricting to minimize effectiveness of black votes 2) Redistricting to minimize effectiveness of Latino votes 3) Redistricting to minimize effectiveness of Asian votes 4) Redistricting to minimize effectiveness of Democratic votes 5) Redistricting to minimize effectiveness of Cuban immigrant votes
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9. Read the following passage:
Almost a year ago, I visited the community for the first time to examine the towns potential water source. I explained to the residents that I could help them by providing a topographical study of the land and a design, proposal, and budget for a water system. Over the next few months, I began this process, which involved walking about 10 hours a day in mountainous terrain, looking for a semi-level route back to the houses. Sometimes I was terrified with the responsibility of designing this water system, as I am not an engineer. A nearby Peace Corps engineer helped me in the beginning of the process, but because of the timing and his other commitments, I ended up doing the survey without his presence, which was another mistake. I was mentally and physically exhausted, and I kept getting chiggers! For those of you unfamiliar with warm, moist woodsy environments, chiggers are minuscule red mites that dig into your skin and give you itchy red bumps.
From Chiggers and Other Challenges by Joan Heberger http://www.peacecorps.gov/wws/stories/stories.cfm?psid=49&gid=3
Why was the writer looking for a semi-level route back to the houses? 1) She was looking for an easy route to walk through the mountains.
2) Water can only flow over level ground. 3) Its easier to do a topographical study of level ground. 4) She was looking for a route to pump water through the mountains. 5) Chiggers dont live in level ground.

Use the following political cartoon to answer question 10.
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You are accused of wasting the grain supply of the United States!
Cesare in the New York Evening Post
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10. Between 1920 and 1933, drinking alcohol was illegal in the United States. This period is called Prohibition. Whats this cartoonists point of view on prohibition? 1) The cartoonist is for Prohibition because alcohol causes health problems.
2) The cartoonist is for Prohibition because alcohol uses resources unnecessarily. 3) The cartoonist is for Prohibition because alcohol causes crime and violence. 4) The cartoonist is against Prohibition because grain otherwise used for alcohol will go to waste. 5) The cartoonist is against Prohibition because farmers will have nowhere to sell their grain.
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Practice Question 1
his question asks you to identify a summary of information. This is a comprehension question to find out whether you
understand the main idea of the passage. The best answer is answer 3, that insider trading is the illegal buying and selling of stock based on inside information. The answer gives an overview of the main idea of the paragraph.
Practice Question 2
he best choice is answer 1. This question asks you to infer. The chart does not state the answer to the question, but its
implied by the information thats presented in the chart. The chart shows a large number of subsidies for meat and a small number of subsidies for fruits and vegetables, implying that the subsidies allow hamburgers to be sold for less than salads.
Practice Question 3
he best choice is answer 5, that Chief Powhatan accepted John Rolfe as a son-in-law. Theres a reason for the inference
in the passage: If Chief Powhatan had not accepted John Rolfe as a son-in-law, he probably would not have given the newlyweds a wedding present of a house and land.
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Practice Question 4
his is an application question, since it asks you to identify an example of a principle. In plain English, the section of
the Constitution says that the Congress can collect taxes to pay for government, but the taxes should be fair and even all over the U.S. An example of this principle is that Federal income tax cant be different in California than in Tennessee. Everyone has to follow the same income tax laws. The correct choice is answer 2.
Practice Question 5
T T
his question asks you to understand the difference between fact and opinion. An authors opinion shows a point of view
or a judgment. The only word among the choices that shows the authors judgment is tragically. The author is evaluating the events and giving his or her opinion. The correct choice is answer 2.
Practice Question 6
his chart is called a Venn diagram. It shows two groups of things, powers of the federal government and powers of
the state government. The center area shows powers that both the federal and state government have. The divisions in the graphics show where Federal and state powers are the same and where they are different. A Venn diagram makes it easy to compare two groups of things and show where they overlap. The best choice describing the reason for using this type of graph is answer 2.

Practice Question 7
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his question asks you to evaluate by comparing and contrasting the Federal and state government powers.
The Federal governments powers have to do with interactions between the states and with relations between the U.S. and other countries. The state governments powers have to do with things that happen inside the states. The overlapping powers are things used to implement policies, whether theyre state or Federal, such as starting courts, collecting taxes, making laws, and borrowing or spending money. The best answer is answer 4.
Practice Question 8
he Voting Rights Act protects people of different races from discrimination based on redistricting, or redrawing the
borders of voting districts. That means it protects blacks, Latinos, Asians, and Cuban immigrants. However, the Voting Rights Act does not protect people based on their political party. The best choice is answer 4, redistricting to minimize effectiveness of Democratic votes.
Practice Question 9
his question asks you to identify a main idea, why the writer is looking for a route back to the houses. Shes looking to
make a water system. Answer 4 says shes looking for a route to pump water. Thats the answer that reflects the main goal of the writer and main idea of the paragraph. If she didnt have to pump the water, she wouldnt need to go searching for a good route.
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he writer is for Prohibition, and the cartoon argues that alcohol is a waste of grains, like wheat, barley, and rye. This
cartoon was drawn during World War I, and Americans at the time were concerned with conserving supplies for the war. The best answer is answer 2.
Chapter 11
smart
A Guide to Passing the GED Math Test
Math
Do not worry about your difficulties in mathematics. I can assure you that mine are still greater. Albert Einstein
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What Is the GED Math Test Like?
he GED math test is the most difficult part of the GED for many students. The thinking skills required for GED math
are more specialized. Theyre math thinking skills. Since most people work with language a lot more than with numbers, language skills come easier for many people. Still, you can master GED math, with the right tools and the right approach. The GED math test has two parts. One part of the math test doesnt allow you to use a calculator, and the other part does. The calculator will be provided to you at the test site; you cant bring your own. The calculator youll need to use is the Casio fx-260 Solar Scientific Calculator. Since its a little more complicated than a simple calculator, its a good idea to buy this calculator to practice with (its not expensive). It has some advanced features that can be helpful and time-saving on the GED test. And, since it operates a little differently than non-scientific calculators, youll want some practice to make sure you know how to use the basic features. For both parts of the test, youll be given scratch paper to work out problems and make notes. Each part of the GED math test counts the same amount toward your final score, and each part will have 25 questions. Youll have 45 minutes for each part. That gives you just over 1 minute, 45
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seconds per question. If you average about a minute and a half (1 minute, 30 seconds) for each question, youll have time to go back over your answers. On the math test especially, though, you wont spend the same amount of time on each question. Some questions should be easy and only take a few seconds, and some questions will need more time. The makers of the math test want you to master:
! the ability to solve problems, analyze, and reason ! the ability to understand word problems, charts, tables, graphs,
and diagrams
! the ability to understand math problems from real-life situations

The math test covers four general areas of math, and each is approximately 20% to 30% of the test, or about 12 to 13 questions.
! Numbe r O p e r ati o n s an d N u mb e r Sense includes understanding negative and positive

ratios, proportions, roots and exponents and using these
numbers, fractions, decimals, percents, scientific notation, in real-life math problems. Youll also need to understand different mathematical operations, like addition, subtraction, multiplication, and division, and when to use them. The test also expects you to be able to estimate to solve problems and check your answer.
! M e asur e m ent an d G e o m et ry includes
understanding concepts about geometric figures (like triangles, rectangles, lines, angles, and circles) and comparing them to each other. Youll need to be able to visualize how figures look
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if theyre turned or flipped, use the Pythagorean Theorem to solve problems (learn to look for right triangles in diagrams!), graph a linear equation and understand graphed lines (including slope), use appropriate units of measurement and convert a measurement to a different type of unit (like inches to feet), solve problems of geometric sizes (like area, volume, or perimeter, including changes in measurements based on changes in the figure), solve problems about rate (like miles per hour), and read measurements (from scales, meters, or gauges).
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! Data An a ly sis, Stati sti c s , an d Pr ob abil ity includes understanding tables, charts,
and graphs, including choosing effective ways to show data; analyzing, making conclusions about, making predictions from, and evaluating arguments based on data; understanding and using mean, median, and mode; and simple, dependent, and independent probability.
! Alg eb r a , Fun ctio n s , an d Pat t e r n s

includes understanding variables; manipulating, changing, variables; showing equations involving variables as tables, graphs, equations, or in words; and understanding the meaning of formulas. Thats a lot of math! But its definitely learnable, and focusing on understanding basic math concepts and developing math thinking skills will help. Most of the problems on the GED math tests are word problems, since the GED creators want to know that you understand how to solve problems in normal, everyday situations. Youll see situations involving work, family and home,
creating, and solving equations and expressions that include
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technology, and other everyday math contexts. Part of studying for the math test is understanding what type of math is needed in different situations and then being able to apply it. 80% of the math questions (40 questions) are multiple choice, which means that if you can estimate a solution, you may be able to choose the answer quickly, without working out every step of the problem. Thats a big time saver on the GED. 20% of the questions (about 10 questions) ask you to solve the problem without multiple choices. Youll enter your answer in a grid. Youll want to doublecheck these answers, since a simple error might throw you off. About half of the GED math questions include a visual part of some kind, like a diagram, chart, table, map, or other graphic. The GED math tests thinking skills are divided into three types. About 20% (10 questions) of the test covers procedural questions, which ask you to choose the correct way to solve a problem; read and understand graphs, charts, and tables; make geometric figures; and round, estimate, or order numbers. About 30% (15 questions) of the math test are conceptual questions, which ask you to show that you know how basic math ideas work. The rest of the test, 50% or 25 questions, is about solving math problems. You need to understand what the question is asking for, choose the right information to use, choose the right math ideas needed to solve the problem, and solve it!
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Why Is Math So Hard to Pass?
any students find the math portion of the GED test more difficult than any other part. The GED math isnt
necessarily hard. Its just confusing because you're not familiar with what it's talking about. Many students have trouble understanding what the math questions are really asking, and speaking the language of math. Math just isnt as familiar as reading or writing. The math test also covers the broadest range of knowledge of any test. It includes number sense and operations, measurement, data analysis, geometry, and algebra. Like the writing multiple choice test, the math test needs specialized knowledge and understanding. That's your mathematical background, your understanding of how math works. It's a bit more background knowledge than you need for science, but it's definitely learnable and doable. The math test also requires logical thinking and problem solving skills in the specialized area of math. You need to bring out your critical thinking skills, and the more you've practiced them for social studies, science, and reading, the easier it will be to apply them in math. Think of a math problem like a puzzle. You're trying to think it through to figure out what it means and get the answer. Because the math test is more difficult for everyone, fewer correct answers usually mean a higher score compared to the other tests. So, dont let the test throw you. Also, since 80% of the questions are multiple choice and since the free-form answer grids give you clues to what the right answer could be, youve got a safety net to prevent simple math errors from weighing you down.
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So, what do you need to pass? Heres a good strategy for passing the math test.
! Dont sweat the tough algebra questions, like quadratic
equations. At most there are 3, maybe 4 questions that deal with difficult algebra. If you missed all of these, and did okay on the rest, you would easily pass the test. You could spend a lot of time relearning algebra and still miss a couple of the questions. Why? Because its hard to learn and remember more difficult math, and youve got a lot of other things youre trying to learn and remember. If there are one or two things, like quadratic equations, that you just dont seem to get, dont sweat your time on them. Instead, focus on really thoroughly learning the easier things and being able to think through the word problems and diagrams to understand what theyre really asking.
! Choose the easiest way to solve problems. Maybe you dont
remember how to do quadratic equations and have no idea how to solve for x. You can probably still find the correct answer by trying to plug the values for x from the answer choices into the equation to see if they work.
! Go back to the basics. If you can do simple number operations

with different types of numbers, measurement, and some data analysis in abstract and word problem forms, you will do fine on the GED tests. Spending lots of time on the basics will help you the most.
! Focus on word problems. Get as much practice with these as
you can. Over 70% of the questions on math test are stated as math word problems. What you want to do is develop a basic
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word solving strategy that allows you to identify what you need to solve. You need to figure out the question. Finding the answer usually isn't too hard.
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! Learn to pace yourself and not waste time on questions you cant
answer. Answering all the questions that are easy and getting the right answers to questions you can do with a little work is your best strategy. You don't need to get every question right to pass, so make sure you have time to answer all the questions you know first. Then you can try to improve your score by figuring out some of the harder ones. Working with actual GED practice questions and then going back to relearn forgotten material is the best overall strategy.
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What If I Almost Passed but Can't?
lot of students are frustrated with the GED math test. Maybe youve taken the test before and havent passed. Maybe youve
taken it three or four times, and scored 350 to 400... just short of passing. Thats not really too uncommon! The good news is, youve got some basic math skills in place. Youre almost there. But youve hit a roadblock. Youre not improving. Take a breath. Dont get too frustrated. But youve got to change what youre doing, so that you can move forward. What do you do?
! Start wit h m a st e rin g t he b asi c s .

Make sure youve got the basic math down that you need in order to do those more difficult problems. If youve got a hole in your basic math knowledge, it could be stopping you from moving forward. You need to know basic math and numbers skills, including addition, subtraction, multiplication, and division; order of operations; working with fractions, decimals, percents, and negative numbers; ratios (and recognizing ratios in word problems); estimating, rounding, and doing math in your head; using the Casio fx-260 calculator; and measurement. You also need to know how to read a word problem and translate it into a math problem. Since most of the problems on the GED math test are word problems, this is an important skill. Have a strategy for answering GED math word problems. Review your basic math skills and make sure you fully understand them before moving forward, because youll need them to do higherlevel math.
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! Think ab o ut wh at y o u 'r e st u dyi ng.

strategy here is to go through a GED practice test and make a note of the problems that you have trouble with. What is there that you know youll get wrong?
What can you do, and what cant you do in GED math? A good
* In geometry, what about right triangles? Or transversals, lines

that pass through parallel lines? What about recognizing geometry problems in diagrams? Or area and volume problems?
* In algebra, quadratic equations give most people trouble, but

greater than (>, ) or less than (, <) symbols instead of equals signs throw you? What about making equations from word problems or understanding what equations mean?
there will only be one or two on the test. What about graphing lines from equations? Finding slopes? Do math problems with
* In data analysis, do you have problems with mean and

and tables? What about probability problems?
median? What about reading and evaluating data in charts
Once youve identified two or three things that you have definite problems with, go learn those things. By focusing your studying on one or two topics that you dont know, youll be able to improve your score, without extra studying of a lot of material you already know, or spreading yourself too thin with too much difficult studying.
! Think ab o ut h o w y o u 'r e st u dyi n g .
Is your studying really effective? If youre not improving, then somethings wrong. That might mean youve got the wrong study
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materials. If youre studying from a book, think about finding a different resource with more material, or at least different material, that can help you on the GED. If youre having trouble studying on your own, see if someone in your family or one of your friends can help you study. If youve been taking a class, maybe its not the right class for you. Think about how much time youre spending studying, what time of the day you study, and what you do to test your own knowledge. The more you can improve your study practices, the quicker you can improve your math skills.
! Think ab o ut y o u r t e st- taki n g ski lls. Are there ways you can improve your test-taking skills
to inch up your score? Being more relaxed when you take the test, managing your time, and using estimating and guessing strategies, you might be able to make significant improvements.
! Pr actice c a r eful m at h. When youre taking

Watch for negative numbers, decimal points, greater than vs.
the GED math test, little errors can cause you a lot of problems. less than signs, and other small but important problems. When youre studying, make a note of simple errors you make, like accidentally dropping a negative sign when youre doing a math problem. Thats the kind of error that can drive you crazy, because you can know the math and still get the problem wrong. As youre studying, become aware of the kind of simple math errors youre likely to make. On the test, pay special attention to problems where you might make those kinds of errors. Itll help you work better and score higher.
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How to Study for the Math Test
oure not just studying math for the sake of learning. Youre studying for the GED math test, and that means keeping
in mind some things that will make you more successful on the test and make your learning go faster. The GED math test isnt just going to have one type of math on it. Its a broad math test that covers a lot of areas. Youll need to pull out of your memory something different that you know for every question. In a way, this makes it harder than a geometry test at school, or even a geometry final exam. You dont just need to remember about how to find area and volume, or everything youve learned in geometry. You need to remember basic math, geometry, data analysis, probability, and algebra. Each question is on a different topic. Because our memories work better when things are grouped, or when theyre related, a math test that covers a lot of material like this is more difficult than a math test on a single topic would be.
Knowing What to Study
hen youre taking the GED math test, the first thing you need to do is figure out what kind of problem youre looking
at. Is this geometry? Is it asking about right angles? Graphing algebra? Adding and subtracting? Figuring percentages? Or something else? Going through a GED practice test and trying to figure out what each question is can help you out. When you take a practice test, after you've taken the test, check your answer and look at the explanation. Pay attention to the questions that you miss. What kind of problem is it? Pay
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special attention to the questions that you think are hard, as well, even if you got them right (and especially if you guessed!) Dont just take the practice test and look at your score. Find the hard questions and the ones you missed, and then figure out what kind of questions they are, and then study how to solve them. Dont forget, the math practice test also gives you information on how much you know, as well as what you know. Heres how to judge the score from your practice test:
? Scores above 600? Start looking for college scholarships! ? Did you score 450 or above? Congratulations, youre ready for
the test!
? Is your score between 410 and 450? Youre close! If your other
on whats hardest.
scores are high, you probably dont need to worry, but brush up
? Is your score between 350 and 410? Youre probably only missing
a passing score by a few questions. Find out one or two areas of math that you really dont understand, and study them well.
? Is your score below 350? Start studying basic math, and focus on
really understanding math fundamentals and how to approach word problems. Find one or two areas really difficult? Dont worry about them. Focus on areas that are easier for you. Theyll improve your score more in less time. Pay attention to what problems are hardest, and find out how to solve them.
! While you take the test, note down the problems that are hardest.
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! What was hard about the problem? Was it the way it was stated?
Was it the subject matter? Study the solution to the problem until you really understand it.
! Find similar problems in your study program, or ask a teacher

about the problem.
! Identify areas you need to study based on the problems that were
difficult. Take another practice test once youve mastered a little more mathand be sure to notice how much youve improved!
How Much Do You Study?
nce you know what to study, you need to know how much to study. Your goal should be to study for mastery. The more
basic the math is, the more important it is to master it. Heres the rule: Study until its easy, or at least not hard. The more problems you do, the easier they get. Thats why you just keep trying new problems in whatever youre studying until you get the hang of them. Its just like learning to drive, or learning the guitar or piano. The more you do it, the easier it gets.
How Do You Remember How to Solve a Problem?
ry writing down the steps you take to solve the type of problem youre working on. Put them in your own words,
so that you can remember them easier. Practice by looking at the steps to help you solve the problem. Then, the next day, without looking at your notes, try to write down the steps from memory.
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After youve written them down, double-check them with your notes. Keep trying until you can write down how to do the type of problem from memory. If you practice calling up what you remember, itll be easier to remember next time.
How Do You Understand How to Do a Math Problem?
ont just go by steps. Try to understand why its done that way. Work through an example problem, trying to figure out
why you solve it a certain way. If you understand why, youll really remember it. Dont worry about taking a long time with one or two practice problems while you figure it out. This is where the learning happens, because real learning is about understanding.
Study the Basics, Learn the Details
ath is like a big tower. If youre missing a brick at the bottom, its all going to come tumbling down. Youve got to
know the basic math if youre going to do the harder math, so make sure you know how to work with numbers. Learn to add, subtract, multiply, and divide in your head. Learn about what fractions, decimals, ratios, and percents are, and how to do basic math with them. Learn about different types of numbers (especially negative numbers!) and math symbols. While youre working, you need to keep track of the little things and its subtracting wrong or dropping a negative symbol thats going to trip you up. So study the basics, and pay attention to all those little details.
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How to Approach a Word Problem
ost students dread doing math word problems. How do you know what its asking? Most of the math that youre taught
in books or school isnt related to real life. The point of a word problem is to present math in a real-life situation. So, its hard to make the connections between the math you learned and the math in a word problem. You need a strategy to deal with understanding and solving math word problems. In a way, solving word problems is like playing video games. In a video game the first thing you do is find out where youre supposed to go and what youre supposed to do. A good video game gives you clues. There might be markers showing you what person to talk to, an introductory movie telling you about the story, and of course, you never start out far from the first place youre supposed to be. No matter how many clues you have, once you start a video game and look around a bit, you need to try something and see what happens. Sometimes it works and sometimes it doesnt. If it doesnt work, then you do something different, and you keep trying until it does work. If you have played a video game, you have done these steps, although you may not have thought about it as a problem-solving process. The same kind of plan works for solving math word problems. First, you have to figure out what the problem is asking you to do. Just like a game, the word problem expects you to behave in a certain way, take a certain path to solve the problem. The word problems got a goal, and you need to find out what that is.
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Next, you have to look for clues, just like you would in a video game. Is there a path that looks like youre supposed to follow it? Are there hints that seem to point in a direction? While youre practicing for the GED, you can circle the clues or underline the words in the problems youre working on, so you will remember to use them later. On the GED math test, youll have notepaper to write down important information. On the next step, it's easy to get off track, and sometimes you can waste a lot of time. This step is the solving part. If you rush into it without a plan, you can do the wrong operation or not do the operations in the right order, like dividing when you should be multiplying. Think through what the problem is asking and what information you have to make a plan to solve the problem, and then work it through. The last step in solving word problems is different from a video game, because you dont really have to check your work in a game. In a game if it doesnt work, you just try something different. In a math problem, they dont tell you if you did it right (at least not right away). You do not get points, or get shot at, or lose the race. In a math word problem, take a look at it when you are done to see if it makes sense. Try to solve it in a different way and see if the answer comes out the same. If it doesnt, then something is definitely wrong. On multiple choice questions, youve got an immediate way to check your answers: compare them with the multiple choice answers. On free-form grid answers, make sure your solution will fit into the grid. For math word problems here are the four steps to use:
1.
First, figure out what the question is asking for.
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2 . Second, look at the clues, the information the problem

gives you.
3. Third, put together a plan and then solve it. 4. And fourth, check your work to see if it makes sense.
Lets try working through a typical math word problem, using this strategy. You may use a calculator for this question. Gregor manages a machining shop which makes specialized bolts. One worker can generate 112 bolts per hour and works 8 hours per day. Gregors biggest customer needs him to fill an order for 15,000 bolts in the next 5-day work week. How many workers does Gregor have to schedule to fill the order? Enter your answer on the answer grid:
S ee " T he G ED Fr ee - E nt ry G ri d s " t o l e a r n ab o ut ans w e r g ri d s !
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o, how do you go about solving this problem? Lets take it one step at a time:
1. Fi rst , fig ur e o ut w hat t he que stio n is a skin g f o r . Read through
the question and make sure you understand it. Theres a lot of information there. But it boils down to one question: How many workers will it take to make 15,000 bolts in five 8-hour days? Sometimes it helps to rewrite the question in your own words to make sure you understand what its asking.
2. Seco n d , l o ok at t h e c l u e s , t h e i nform atio n t h e prob l e m gi v e s y ou. The problem gives you a lot of information. It can
note it down, so its clear and easy to read:
help to make a chart of the information in the problem, or just
orkers? w y n a How m bolts 0 0 0 , er Goal: 15 bolts p 2 11 = r 1 worke hour r urs pe o h 8 , 5 days day
3. Third , p ut t o g et h e r a p l an an d t hen so l v e it . How do you get from the
information to the solution? Youll need to use reasoning to
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work through it. Start with small steps. To know how many workers you need to make 15,000 bolts in five days, it would help to know how many bolts a worker can make in a day. To do that, multiply the number of bolts a worker can make per hour by the number of hours per day, 8. Since you can use a calculator, this is pretty easy:
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112 8 = 896 bolts per day
Now, since they have five days, how many bolts can one worker make in five days? Multiply the number of bolts per day times 5.
896 5 = 4,480 bolts per week
Remember to keep track of what the numbers mean. 4,480 is the number of bolts one worker can make in a week. The question asks how many workers are needed? To find out, divide the total number of bolts needed (15,000) by the number of bolts one worker can make (4,480).
15,000 4,480 = 3.34821428571428571428571428...
4. An d f o u rt h , c he ck y o u r w o rk t o see if it m akes s en s e . Does 3.34821428

57142857142857142857143, etc., make sense? Its got a couple
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of problems. One is that it wont fit in the answer grid. The other is that its not a good answer to the question, how many workers are needed? You cant schedule 3.348 workers. Thats where math meets reality. Always look back at the reality when youre solving a GED math problem. If 15,000 divided by the number of bolts one worker can make gives you 3.3-something, then you need more than three workers. You need four guys to make the bolts. Does that makes sense? It seems to. Thats the best answer.
Making a Problem into a Formula
he third step of solving a math word problem, putting together a plan, is the same thing as making a problem into a
formula. Thats one thing the GED math test definitely asks you to do. Sometimes the GED test doesnt ask you to solve the problem.
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It just gives you a choice of five formulas and asks you to select the right one. So, the math test isnt just testing your ability to get the correct answer. Its testing your ability to go through the process of solving the problem. And, being able to solve this type of problem will help you solve other word problems, as well as helping you understand formulas and equations better. Lets try walking through this type of GED question. Jerry wants to buy twelve pizzas. The pizza place has a discount special, where you buy 2 pizzas and get the third off. If P is the price of a pizza, which formula shows the price of twelve pizzas? 1) 12P 2 + 2P 2) 12P 3) 12P .5P 4) 8P + .5(4P) 5) 2 + 12P
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kay, so what do these formulas really mean? Lets work out the problem from the formulas in the answer choices, to see if
they match up with the question. P is the price of pizzas.
The first formula is: 12P 2 + 2P

In words, this formula means 12 pizzas, divided by 2, plus 2 pizzas. So, twelve pizzas are half off (thats the divided by 2), and 2 pizzas are full price. Thats not right. Jerry is buying twelve pizzas, not 14, and hes not going to get half off of 12 of them.
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The next formula is: 12P

In words, this formula means off of 12 pizzas. Think of the multiplication sign as the word of. One half of the price of twelve pizzas. Thats half off the entire order. Thats not right. Only every third pizza is half off.
The next formula is: 12P .5P

In words, this formula means twelve pizzas minus the price of half a pizza. Thats only one pizza thats half off. Thats not right, either. Jerry should have more than that off his total.
The next formula is: 8P + .5(4P)

In words, this formula means 8 pizzas plus half of 4 pizzas. Point-five means half, just like a fraction, so and .5 are interchangeable in a math problem. They mean exactly the same thing. So, is this formula right? If the deal is buy 2, get 1 half off, there should be twice as many full-price pizzas as half-price pizzas. So there are. 8 is twice 4. So for every 2 full-price pizzas, Jerry pays half for one other pizza. And there should be 12 pizzas all together. And there are. 8 pizzas and 4 half-price pizzas totals 12. Theres your answer. But, just to check, lets look at the last answer.
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The final formula is: 2 + 12P

This formula starts out with 2 minus a half, thats 1. So its 1 (probably dollars) plus 12 pizzas. That means Jerry would be paying $1.50 more than the normal price of twelve pizzas. Thats definitely not right! The correct answer is answer 4. Understanding what formulas mean is very important to passing the GED math test, so pay attention to being able to translate formulas into real-world information and understand what they really mean.
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How to Estimate
stimating is an important skill on the math test. If you can solve a problem through estimating and then compare your
answer to the answer choices, you can do many problems more quickly and easily. Be careful. Some problems require you to have precise information, so youll need to judge when you can or cant estimate to get to the correct answer. Estimating helps you work through problems in your head, and its a great tool for checking your answers because its quick and easy. When you estimate, you trade off accuracy of your answer for ease of doing the problem. So, its important to ask yourself: how accurate does my answer have to be? How much can I estimate and still be close enough to know the answer? To estimate, you need to round off the numbers that youre using. Youll need to decide what numbers to round off and what to round them off to. The trick is to choose numbers that will be easy for you to work with, while keeping in mind how accurate you need to be. Lets take this problem weve already solved, and try to solve it using estimation: Gregor manages a machining shop which makes specialized bolts. One worker can generate 112 bolts per hour and works 8 hours per day. Gregors biggest customer needs him to fill an order for 15,000 bolts in the next 5-day work week. How many workers does Gregor have to schedule to fill the order?
he first thing you need to do is multiply 112 times 8 to get the number of bolts one worker can make in a day. So, whats
the most accurate, easiest way to round the numbers and get an
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accurate count? You could round 112 to 100 and 8 to 10, and get 1,000, but thats not going to be very accurate. A better way is to round 112 to 110 and multiply it by 8 to get 880. Its easy to do in your head, because 1s and 0s are both easy to work with. You could even round it to 111 8 = 888, and youd be really close to the answer. But lets say the answer is a little more than 880. Because we rounded 112 down to 110, the accurate answer will be a little more than our rounded answer, 880.
In general, round down when a digit is 4 or less: 14 rounds down to 10, but you might want to estimate it at 15 (more accurate) 1,402 rounds down to 1,400 (more accurate) or 1,000 (less accurate), but you might want to estimate it at 1,500 (middle accuracy).
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In general, round up when a digit is 5 or more: 15 rounds up to 20 1,592 rounds up to 1,600 (more accurate) or to 2,000 (less accurate)
The bigger the difference is between the original number and the rounded number, the less accurate the rounded number will be. Try to get the most accurate number thats easiest to work with.
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he next step is to multiply by 5, the number of workdays in a week, to find out how many bolts a worker can make in a
week. Besides rounding, one thing you can do is break apart your numbers to make them easier to estimate. That way, your answer stays pretty accurate, but its still easy to do. For example, if you know that 8 5 = 40, than 800 5 will be 4,000. And, 80 5 will be 400. And its easy to put them together: 4,400. One worker can make a little more than 4,400 bolts in a week. Here are some examples of breaking apart a number for easier multiplication:
756 2 = (750 2) + (6 2) = 1,500 + 12 = 1,512 898 4 = (900 4) (2 4) = 3,600 8 = 3,592 555 11 = (555 10) + (555 1) = 5,550 + 555 = 6,105
This is a great skill to practice to improve your mental math. It gives accurate results.
he next step is to divide 15,000 by 4,400. This one is a little trickier because the numbers arent very easy to work with.
One thing you can do right away to a division problem to make it a little more manageable is to drop the same number of zeros off the end of each number. You can take two zeros off each number without changing the division problem. That gives you 150 divided by 44. Thats easier to get your head around. Since 44 is less than 50, you know that 44 will go into 150 at least 3 times. Would it go 4 times? No, because 40 times 4 is 160, and 44 is more than 40. So, 44
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goes into 150 between 3 and 4 times. The answer will be between 3 and 4. Since the problem is asking how many workers youll need, all you need to know is that the answer is between 3 and 4. If the answer is higher than 3 but less than 4, youll need 4 workers to complete the job. The answer is 4.
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Practice Problems
Use estimation and mental math to find the answers. When you estimate, will the answer be a little higher or a little lower than your estimate? Compare your answers with the results from a calculator.
8940 22 = 9340 112 = 333 51 = 209 90 = 89 + 896 = 11 + 452 = 40 + 2394 = 475 + 232 = 9401 23 = 457 12 = 3944 9 = 485 5 = 0394 44 = 2931 223 = 998 200 = 6542 922 =
5699 5 = 3558 33 = 506 10 = 201 23 = 233 + 2359 = 342+ 96 = 6874 + 234 = 3204 + 33 = 576 7 = 4050 5 = 4052 66 = 1000 21 = 4587 333 = 567 34 = 935 495 = 4938 344 =
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Maximizing Time on the Math Test
he GED math test gives you the most time per questions of all the tests. Thats because youll have to do some calculation,
and the GED test factors in the extra time it takes to work out math problems. But not all math problems require calculations. Some of the math you can do quickly and easily in your head. In fact, the more math you can do in your head, the better youll do on the math test as a whole. Other problems will require some thought. Go through the math test and do all the easy questions first, ones that you can see a route to the answer right away, where you dont have to think about how to do the problem. Practicing basic math skills and estimation will give you a big boost in maximizing your time on the math test by maximizing the number of questions you can answer right away, and by improving how fast you can answer the easier question. Remember to take advantage of the multiple choice answers by using estimation. If you can estimate the correct answer, even to a ballpark figure, sometimes you can choose the correct answer right away without having to complete the problem. Dont guess; make an estimation. Youll need to be confident in your basic math and problem solving skills to use this technique, which is why studying basic math and problem solving is so valuable on the GED test.
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Heres a sample problem: Two cars start 607.5 miles apart on a highway, going opposite directions. Each car is traveling at a steady rate of 45 miles per hour. How long will it be until the two cars pass each other? 1) 4 hours, 15 minutes 2) 4 hours, 30 minutes 3) 5 hours 4) 6 hours, 45 minutes 5) 8 hours, 15 minutes
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ooking at the answers and estimating can help you solve this problem with a minimum amount of trouble. Lets say you read
the question quickly and try to estimate. On a quick read, you think you need to divide the distance by the miles per hour to see how long it takes to travel the distance. 600 miles divided by 50 miles per hour is about 12. But none of the answers is even close to 12.
If youre on the wrong track, using the multiple choice answers with estimation can help clue you in quickly, so you dont lose valuable time.
Take another look at the problem. There are two cars, each traveling 45 miles an hour. So the total speed theyre heading toward each other is 90 miles per hour. 600 divided by 90 is a little more than 6. Another way to look at it is, the cars will meet in the middle, so each car travels a little more than 300 miles. Three hundred divided by a little less than 50 will be a little more than 6. That means, answers 1, 2, and 3 are all wrong, since theyre less
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than 6. Answer 5 seems too high for the estimation. Answer 4 seems most likely. Do a quick check with estimation: 6 hours 90 = 540, and of 90 (rounding 90 to 100) is a little less than 75. So, at 6 and hours (45 minutes), the cars will have travelled a little less than 540 + 75, or 615 miles. 607.5 is definitely a little less than 615, so answer 4 is correct. On this first pass, you should take a very short time per question. If you think a questions easy and then realize its not, move on to the next question. Get through the whole test and nail down all the easy answers. You want to guarantee you get credit for all the answers that you know are right. Then, go back. Take a quick look at the clock to see how much time you have left. Youll want to go back over the first 13 questions (skipping the ones you already answered, of course) in half the remaining time, so keep an eye on your watch. As you work, youll need to make a decision on each question. Do you think you can solve it? Or do you just not know it? Remember, some of the problems can be tricky. You might know how to solve it but not be able to identify what the problems really asking for. Ask yourself:
? Is this confusing me because its a two-step problem? Can I break

it down into simple steps?
? Are there geometric figures hidden in this problem? Can I solve

this using what I know about volume, area, right triangles, or transversals (a line crossing two parallel lines)? These types of problems are often hidden in diagrams, maps, and pictures.
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If the question is out of reach, use a guessing strategy to choose the answer. Eliminating wrong answers is a great tool on the math test. Sometimes, the wrong answers just wont make sense. You can use common sense to eliminate some of them. Also ask yourself: Can I figure this problem out by solving it backward, by trying the multiple choice answers in the problem? This will work for a lot of problems on the GED math test. If you dont know how to solve for x, you might be able to test the answers by substituting them for x to see if they work. If you think you can solve the problem, give it a shot. Make use of your scratch paper, and try to keep your notes organized, with the question numbers, so you can go back to a problem if you have time later. Read the question carefully, and use your problemsolving skills to work through it. Depending on how much time you have left, give yourself 23 minutes. If youre banging your head against the wall, use a guessing strategy and start fresh on the next problem. Use mental math and estimation to work out the problems quicker. When you get to the end of the test, take a deep breath. If you have time, go back to that problem you think you can solve but just didnt have enough time, or go back and look fresh at a problem you just didnt understand. Now that the time pressures off, you might see a solution. But any question you get right is just icing on the cake. The hard work is done!
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How to Avoid Little Math Errors
ne of the problems with math is that little errors can mess up your whole problem, even if you know the problem-solving
process and all the math that goes with it. If you misread the problem or forget a negative sign, your solution will be wrong. Here are some tips to help you avoid little math errors:
! While youre studying, make a note of the minor math errors

you tend to make. Everyones a little different, so your errors will be unique to you. If you keep track of the errors you tend to make, youll know the things to keep a watch out for when youre taking the test.
! Common Problem: Negative Signs. Try changing all the

the problem. For example, change 14 8 to 14 + 8.
negative numbers to positive numbers before you start solving
! Common Problem: Mixing Measurements. If the problem

in inches, change all the measurements to whatever type of
gives you some measurements in feet and other measurements measurement the answer is supposed to be in before you start. If the answer should be in feet, change everything to feet. If the answer should be inches, change everything to inches.
! Common Problem: Misunderstanding the Problem. Read

check that youve read the problem correctly.
the problem carefully and completely, and make sure youre not missing anything. Use the multiple choice answers to double-
! Common Problem: Descriptions Are Confusing. Try sketching

out what the problem is describing on your scratch paper and
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labeling your sketch. For many people, its a lot easier to solve a problem with a diagram than without one.
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! Common Problem: Keying in the Wrong Number. To avoid

problems entering the wrong numbers into your calculator, double-check your work by seeing if the answer makes sense to you. You can use estimation to see if the answer you got is in the right ballpark.
! Common Problem: Eyeballing It. Dont rely on just the pictures

or diagrams. Read the labels and titles, and do the math to come to a solution.
! Common Problem: Too Much Information. When youre
gathering information to help solve the problem, write down only the information you need in your notes. Extra information can be confusing. If youre not sure yet which information youll need, write down all the information the problem gives you, and then, when you make your plan, cross out the information thats not going to be useful.
! Common Problem: Not Double-Checking. Your answer needs

to make common sense. Do a quick check to make sure your answer makes sense as an answer to the question. If youre solving for a variable (like x), put the answer into the equation instead of the variable to see if it works out.
! Common Problem: Lowest Terms. Converting ratios and

easily.
fractions to the lowest terms can help you solve problems faster. Practice this basic skill to make sure you can do it quickly and
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! Common Problem: Trouble Using Fractions. If fractions
give you a headache, try converting the fractions to decimals whenever possible to make your life easier. You can convert fractions to decimals by dividing the top number in the fraction (numerator) by the bottom number (denominator)... extra easy on the calculator section!
! Common Problem: Forgetting Formulas. Remember, you can

always look up the right formula in the test booklet. Just make sure you know what the formulas mean!
! Common Problem: Solving Only Part of the Problem. If its a

two-step problem, its easy to forget and stop after solving only check that your answer fits the question before making it final. the first step, especially if the first step is difficult! Go back and
! Common Problem: Order of Operations. If you get confused

by the order of operations, try putting multiplication and just have to do the parts in parentheses first. division in parentheses before starting a problem. Then, youll
! Common Problem: Addition, Subtraction, Multiplication, or

Division Errors. These can be tricky! Practicing your mental math is the biggest help. On the test, be sure youre using your calculator where its allowed and double-checking your answers.
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What Is Really Important?
he math test covers a lot of ground, so it can be hard to focus your studying. Heres whats most important:
! Knowing how to identify what a word problem is asking for and

how to change the word problem into the right math problem.
! Knowing basic math: addition, subtraction, multiplication,

basic math, the quicker and easier the test will be.
and division. You should be able to do basic math quickly and accurately, in your head. The more comfortable you are with
! Being able to estimate correct answers in your head and look at

the problem in a straightforward, real-world way, to see if your answer makes sense. Dont get so caught up in complex math that you miss the simple ideas.
! Being able to use the Casio fx-260 Solar Scientific Calculator

accurately and easily.
! Being able to use fractions, decimals, percentages, negative

numbers, exponents, and ratios.
! Being able to solve simple interest problems. ! Knowing the Pythagorean Relationship and how to apply it
triangles in diagrams and illustrations. to word problems and diagrams, especially recognizing right
! Being familiar with metric measurements (like centimeter,
meter, and kilometer) and English measurements (like feet, inches, and miles), and how to convert, add, and subtract them.
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! Understanding measures of central tendency (mean and

median) and how to use them with data.
! Understanding simple, independent, and dependent probability,

like the likelihood of picking one particular card out of a deck.
! Being able to read and understand tables, charts, and graphs. ! Being able to manipulate and solve a simple equation for a
variable (like x + 2 3x = 10). scientific notation.
! Understanding and being able to use exponents and roots or ! Knowing how to graph equations, lines, and points. ! Being able to find the perimeter, area, or volume of geometric
figures.
! Understanding and being able to work with lines and angles. ! Recognizing types of geometric shapes, knowing their qualities,
and being able to compare them. Thats less than 20 basic areas that you can master, by taking them one step at a time. None of them is too difficult. Just study one at a time until youre comfortable with each one. The GED math test will include instructions on the Casio fx260 calculator, the GED free-entry grids, and the math formulas used on the GED. Following is a run-down of those instructions and what they really mean.
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Out of this list, what are the areas of math that are most important for you, personally, to study?
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The Casio fx-260 Calculator
ere is what the Casio fx-260 Solar Calculator looks like:
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Starting Up the Calculator
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hen you first use the calculator, youll want to press the button in the upper right-hand corner. In small letters,
youll see DEG at the top of the screen, and youll see a 0 in the right of the screen. The calculator has different modes, and youll need the DEG mode to use your calculator for the test. If you see something other than DEG in the upper part of the screen, press , and DEG should appear. When youre done with a problem and starting a new problem, press the key or press the red key to clear the key to erase calculator. This will clear all the work youve done. Hint: Use the key to clear the last thing you entered or the just one number youve entered.
Basic Adding, Subtracting, Multiplication, and Division
o do basic math problems, just enter the math problem as you see it or as you would write it. The calculator knows the
order of operations, so you can enter the problem exactly as you see it, with any combination of operations. When youre done, press the equal key to get the answer. It wont give you the key! answer until you press the equal
EXAMPLE 5+34
1.
Press
or
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2 . Press 3. The answer, 17, should appear on the screen. Notice that the
calculator applies the order of operations. It multiplies three and four before it adds five.
Math Problems That Use Parentheses
arentheses in math problems indicate a part of the problem that needs to be done first. Luckily, the Casio fx-260 can use
parentheses, so you can enter a problem with parentheses into the calculator, and itll do the work for you. The open and close parentheses buttons look like this: .
EXAMPLE (2 + 9) (44 3)
1.
Press
or
2 . Press 3. The answer, 451, should appear on the screen.

Sometimes, a number thats meant to be multiplied with an expression thats in parentheses just appears next to the parentheses, without a multiplication symbol. When you enter the problem, youll need to add a multiplication symbol.
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EXAMPLE 5(2 + 9)
This means to multiply 5 times the sum of 2 and 9
1.
Press
or

Square Roots
he calculator can find the square root of a number or of an expression. To find a square root, first enter the number (or key in the upperkey in the top row. A , to show that the
expression in parentheses), then press the left of the calculator, and then press the square root sign appears above the button: first, then
function of that key is to find the square root. Remember, press . Dont press them at the same time.
What is the square root of 25? or 25
EXAMPLE
1.
Press
or
2 . Press 3 . The answer, 5, should appear on the screen.

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What is the square root of 45 + 4? or 45 + 4
EXAMPLE
1.
Press
or

Negative Numbers
egative numbers can be quite a problem, because its easy to forget about a negative number sign. Make sure, when
youre using negative numbers, to enter them properly into your calculator. To enter a negative number, first enter the number and then press the key, which changes the sign of the number.
EXAMPLE 10 + 4
1.
Press
or
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The GED Free-Entry Grids
W A
hen theres a free-entry question (not a multiple choice question) on the GED math test, youll need to enter your
answer on a grid. There are two kinds of grids, standard grids and coordinate plane grids.
The Standard Grid

standard grid is used to enter a number. Your answer is scored by a machine, so its important to enter your answer correctly.
Heres what a standard grid looks like:
To use the standard grid, write in your answer anywhere in the five boxes at the top of the grid, and fill in the circle in the row below each digit that corresponds to what you wrote. You can use numbers from 0 to 9, a slash to make a fraction, or a decimal point.
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You cant write mixed numbers, like 4, using the grid. Youd need to change your answer to a decimal (like 4.5) or make it into an improper fraction (like 9/2). You also cant write negative numbers, so the answer to a standard-grid question wont be a negative number. It also wont take more than five spaces to write! To write your answer:
! Start anywhere, as long as you have enough space to fit your

answer in from left to right.
! Write your answer in the top row of boxes. ! Completely and neatly fill in the circle below your answer that
the circles! Theyre what the computer reads. corresponds with the digit in that column. Dont forget to fill in
! Dont fill in more than one circle in any column. ! Leave any unused columns blank. Add zeros only if they dont
change the value of the number.
! Enter only one answer.

EXAMPLE What is 9 3?
The correct answer is 5, but you cant enter a mixed number. You can either enter 112 or 5.5. Any of the following answers would be correct.
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The Coordinate Plane Grid
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coordinate plane grid is used to graph a point on a coordinate plane. The coordinate plane is just a graph of where
something is in relationship to two lines, an x-axis (a line going right and left), and a y-axis (a line going up and down). The answer will have a number for x and a number for y. The x and y coordinates are typically written like this: (x, y). On the test, the value of x will be 6, 5, 4, 3, 2, 1, 0, 1, 2, 3, 4, 5, or 6. The value of y will be one of the same numbers. There wont be any fractions, decimals, or other numbers. To answer a coordinate plane question, fill in only one circle on the grid. The answer to the question will be one single point on the coordinate plane grid. Heres what a coordinate plane grid looks like:
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Heres an example of a coordinate plane grid question: Points A, B, and C are vertices of a square. Which point would complete the square?
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he correct answer to make a square is the point at (4, 4). To fill in the answer, fill in the point on the grid:
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The GED Math Formulas
he GED math test gives you a page of math formulas that you can use on the test, but just seeing the formulas doesnt
do you any good. The important thing is understanding what they mean. Heres a breakdown of the GED math formulas. Remember, theyre in the GED test booklet to help you out, so you dont need to memorize them. You just need to understand what they mean.
Area
AREA of a: square rectangle Area = side2 Area = length width
Area is just the amount of space on a surface. Thats all. For a square or rectangle, its just the length of two adjoining sides multiplied by each other. So, if youve got a 6 4 room, you need 6 4 square feet of carpet, or 24 square feet.
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AREA of a: parallelogram Area = base height
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A parallelogram is just a four-sided figure where the opposite sides are parallel, or slanting the same way. Its like a rectangle, but instead of measuring the length of the sides, you measure one flat side, and then the height, straight up. Multiply them together to get area. The reason this works is because a parallelogram is the same area as a rectangle of the same height and width. You could cut off one side, and move it to the other side, to make a rectangle.
AREA of a: triangle Area = base height
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A triangle is half a parallelogram, so you get the area by multiplying times base (bottom) times height (straight up). AREA of a: trapezoid Area = (base1 + base2) height
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A trapezoid is a 4-sided figure with two parallel sides. The sides that run parallel to each other are different lengths. Add them together and divide by two to get an average, and then multiply by the height (straight up).
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AREA of a: circle
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Area = radius2; is approximately equal to 3.14
A circle is a little different. You need to use pi. Thats that funny-looking figure. Just think of it as 3.14. To get the area (flat surface) of a circle, multiply 3.14 times the radius squared. The radius is the distance from the center of the circle to the edge, and squared just means multiply it by itself. So, if the circle is 4 inches across, the radius is 2 inches, and the area is 3.14 2 2, or just over 12. (Approximating can be very helpful!)
Pi is the number that you get when you divide the circumference of a circle (the distance around the outside) by its diameter (the distance across the center). Pi is the same for all circles, so it can be handy in doing math with circles. The decimals of the number pi go on and on forever, without repeating, making pi an irrational number. 3.14 is a very rough idea of the number pi. Heres a bit more of the number: 3.14159265358979323846...
What i s pi?
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Perimeter and Circumference
PERIMETER of a: square rectangle triangle Perimeter = 4 side Perimeter = 2 length + 2 width Perimeter = side1 + side2 + side3
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Perimeter is just how long the outside lines of a shape are so, how much fence youd need to put around a pasture, or how much framing youd need to frame a picture. On the square, rectangle, or triangle, or any figure with straight sides, its just the length of all the sides added together. Easy.
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CIRCUMFERENCE of a: circle
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Circumference = diameter; is approximately equal to 3.14
On a circle, youve got to use pi again so its approximately 3.14 diameterthats the length across the center of a circle. For a 5-inch across circle, the circumference is about 3.14 5, or just over 15 inches.
Volume
VOLUME of a: cube Volume = edge3 rectangular solid Volume = length width height
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Volume is like area, except its three dimensional. Its all the space inside something. For area, you multiplied one side times another, right? Well, for volume, youre just adding a third side so for a cube or a rectangular solid (like a box) you multiply length width height. VOLUME of a: cylinder Volume = radius2 height; is approximately equal to 3.14
A cylinder is like a circle thats got height. So, for the cylinder, you find the area of the circle at the bottom (pi times radius
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squared, the same as for area), and then multiply it by the height of the cylinder. VOLUME of a: square pyramid cone Volume = (base edge)2 height Volume = radius2 height; is approximately equal to 3.14
Cones and square pyramids have a circle or a square at the bottom, and they come to a point on the opposite side, instead of having a similar shape at the other side. So, theyre smaller in volume than a cylinder or rectangular solid. Turns out, theyre exactly the volume. So, just find the volume of a cylinder or rectangular solid with the same size end, and divide that number by three. Thats all the formulas mean.
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Coordinate Geometry
COORDINATE GEOMETRY distance between points = (x2 x1)2 + (y2 y1)2 where (x1, y1) and (x2, y2) are two points in a plane.
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Sounds confusing! But its not so bad, really. Points on a graph are shown by an x and y number, like this: (2, 3). The x number is the first number, and the y number is the second number. The numbers tell you where to find the points on the graph. To find the distance between two points, you basically make a right triangle on the graph, by connecting the points. Then, you can use the Pythagorean relationship to find the distance.
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y
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The Pythagorean Theorem is that, in a right triangle, the length of one (short) side squared plus the length of the other (short) side squared equals the length of the long side squared. Thats what youre doing here. The distance between the xs is the length of one short side, and the distance between the ys is the length of the other short side. Find the distances, square them, add them together. Then, find the square root. That's all you need. You know the distance between the two points.
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COORDINATE GEOMETRY y2 y1 Slope of a line = x2 x1 (x1, y1) and (x2, y2) are two points on the line.
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The formula for slope of a line sounds confusing, too. But basically, its rise over run. That is, its how far it is up and down from one point on a line to another, over how far it is across between the same two points.
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You also need to know if the slope is positive or negative. A positive or negative slope tells you, not how steep the line is, but which direction it goes. If the line is going up to the right, the slope is positive. If the line is going down to the right, the slope is negative.
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Pythagorean Relationship
PYTHAGOREAN RELATIONSHIP a2 + b2 = c2; a and b are legs and c the hypotenuse of a right triangle.
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The Pythagorean relationship is exactly the same formula thats used to find the distance between two points, except its stated in a different way. In this formula, a and b are the two short sides of a right triangle (legs), and c is the long side (hypotenuse). Youll use this formula whenever you know the lengths of two sides of a right triangle and want to know the third. This is an important one to watch for, because youll find right triangles in a lot of different illustrations. Wherever two lines meet at a right angle, or square corner, you can make a right triangle.
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What are some other real-life right triangles you can think of?
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Measures of Central Tendency
MEASURES OF CENTRAL TENDENCY x1 + x2 + ... + xn mean = n
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where the xs are the values for which a mean is desired, and n is the total number of values for x. Mean is what we usually think of as an average. In plain English, add up all the numbers youve got, and divide by however many numbers you added together. Heres an example: The mean of 5, 4, 9, 3, 12, and 15 is:
(5 + 4 + 9 + 3 + 12 + 15) 6 = 48 6 = 8
The six comes from the fact that there are 6 numbers to add together. MEASURES OF CENTRAL TENDENCY median = the middle value of an odd number of ordered scores, and halfway between the two middle values of an even number of ordered scores Median is just the middle number, if you put a group of numbers in order from smallest to largest (thats what it means by ordered scores). If there are an even amount of numbers, there wont be a middle number, so you use the number halfway between the two middle numbers.
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To get the median of 5, 4, 9, 3, 12, and 15, first you have to put them in order:
12
15
The median is in the middle. Since there are an even number of numbers, the median is halfway between 5 and 9. The median is 5 + 9 divided by 2, or 7.
Simple Interest
SIMPLE INTEREST interest = principal rate time When you come across interest problems on the GED, theyll typically be simple interest problems. So if the GED asks you about interest on a loan, youll calculate interest by multiplying the principal (amount borrowed) by the interest rate and multiplying that by the amount of time of the loan (usually in years).
Distance
DISTANCE distance = rate time The formula for distance has to do with how far you can go, how fast. So, if youre traveling at 30 miles per hour for 6 hours, youll go 30 6 miles, or 180 miles.
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Total Cost
TOTAL COST total cost = (number of units) (price per unit) The formula for total cost is something you use every day. If youre buying 5 bananas, and bananas cost 20 cents each, how much is the total cost? Its the number of bananas times the price per banana or 5 20 cents, or 100 cents, or $1. Dont let the formulas confuse you! Most of it is pretty straightforward, if you understand the meaning behind the formulas.
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Practice Questions
ou may use a calculator for these practice questions. You may not know all the math to complete these practice questions
yet, but try to think them through! 1. Eric lives 15 miles directly north of the center of town, and Casey lives 20 miles directly east of the center of town. How far do Eric and Casey live from each other? Enter your answer on the answer grid:
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2. A circle with its center at Point A that passes through Point B will also pass through which other point?
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1)
(0, 2)
2) (0, 3) 3) (2, 2) 4) (4, 1) 5) (2, 4)
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3. Patricias firm builds custom walls out of cubes that measure foot on each side. She is using a spreadsheet to calculate the number of cubes that are needed to build a wall. The spreadsheet includes: B1 B2 B3 Length of Wall in Feet Width of Wall in Feet Height of Wall in Feet
Which of the following formulas can Patricia enter to find the quantity of cubes needed to build a wall? 1) B1 + B2 + B3 2) B1 B2 B3 3) (B1 2) (B2 2) (B3 2) 4) (B1 2) (B2 2) (B3 2) 5) (B1 B2) B3 4. Margareta, Jason, and Melinda all play a collectable card game. Margareta has 120 cards in her collection, and Jason has 250 cards. Melinda has 130 cards. They want to play with their friends Ashley and Enrique, so they want to give Ashley and Enrique enough cards so that all five friends have an equal number of cards. If each current player divides his or her extra cards evenly between the new players, how many cards will Margareta give Ashley? 1) 5 2) 10 3) 15 4) 30 5) 35
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5. In the following diagram, lines AD and BE are parallel.
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This diagram shows the layout of Jordans backyard. The corners of the yard are at points A, B, E, and D. Jordan is trying to buy sod for the yard. In square feet, how much sod does Jordan need? 1) 6,408 square feet 2) 7,129 square feet 3) 7,860 square feet 4) 8,522 square feet 5) 9,390 square feet
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6. Joyces restaurant has a completely circular dining room, 20 feet in diameter. There are two concrete pillars, 4 feet in diameter, that break up the floor. According to the following diagram, approximately how many square feet of carpet will Joyce need to cover the floor, without the pillars? Use 3.14 to approximate pi.
1)
198.55 square feet
2) 230.90 square feet 3) 254.33 square feet 4) 288.88 square feet 5) 340.12 square feet
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7. In the following equation, what are the possible values for x?
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x2 7x 3 = 15
1) 3, 4 2) 3, 4 3) 3, 4 4) 3, 4 5) 7, 3 8. Johns used car lot has 7 cars on special. The sale prices of the cars are $4,509; $9,842; $3,506; $12,534; $11,039; $2,683; and $5,899. What is the median price of the cars? 1) $4,509 2) $4,933 3) $5,899 4) $7,145 5) $9,212
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9. Jonathan owns a gift shop. The following chart represents Jonathans sales from last year.
If Jonathans total sales were $680,000 for the year, how much were total candle sales? 1) $69,548 2) $75,030 3) $81,600 4) $89,960 5) $92,300
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10. At what point does the graph of 3x + 1y = 6 cross the y-axis? Give your answer on the coordinate plane grid.
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Practice Question 1
his is a question where its important to look for right triangles hidden in the question. It will help you to sketch out
what the question is saying, so you can see it. Heres a sketch of the question:
The center of town, Erics house, and Caseys house form a right triangle. Remember, you can use the Pythagorean relationship to find the missing side of a right triangle.
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The math looks like this:
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a2 + b2 = c2 152 + 202 = c2 225 + 400 = c2 625 = c2 2 5 =c 6 c = 25

Eric and Casey live 25 miles from each other. You would enter your answer like this:
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Practice Question 2
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o complete this question, you need to know something about circles, and also how to graph points on a coordinate grid. It
might help to sketch the circle that the question is talking about on your scratch paper. The center of the circle is at point A, and the circle runs through point B:
Now that you have a picture of the circle, you should be able to figure out which point it goes through, if you know how to find the points on the graph. Find the first number in the set of points on the x-axis (labeled x), and from there, go up or down until youre directly across from the second number in the set of points on the y-axis (labeled y). The only point in the answers that falls on the circle is (0, 3).
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The answer is answer 2, (0,3).
Practice Question 3
his question asks you to figure out which formula will find the right answer. So, youre looking for the formula that
will show how many -foot by -foot by -foot cubes will be needed to build a wall. This question has to do with volume of a rectangle (the wall): length width height. You might think that the answer was B1 B2 B3, which is length by width by height of the wall. But that will give you the answer in cubic feet, and the cubes are smaller than that. To get the correct answer, youll need to multiply each dimension of the wall by 2, to put the sizes in halffeet (one foot = 2 half-feet). The correct choice is answer 3, (B1 2) (B2 2) (B3 2).
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Practice Question 4
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his is a multi-step word problem. It's a difficult one because theres a lot of information to sort out, and you need to go
through a few steps to get the right answer. Lets break it down.
Margareta has 120 cards. Jason has 250 cards. Melinda has 130 cards. Ashley has 0 cards. Enrique has 0 cards.
The goal is for each person to have an equal number of cards. To figure it out, start out by finding out how many cards, total, all the people have together.
120 + 250 + 130 = 500

Now, how many players are there? Five. For each person to have an equal number of cards, how many cards will each have?
500 5 = 100 cards
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Thats one part of the solution. Now you know how many cards each player should have. But the final question you need to answer is: If each current player gives an equal number of his or her extra cards to each new player, how many cards will Margareta give Ashley? Margareta has 120 cards. She should have 100 cards. First, find out how many cards Margareta will give away:
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120 100 = 20
Margareta will give away 20 cards. If shes giving an equal number of her extra cards to each of the new players, find the amount shell give Ashley by dividing by 2.
20 2 = 10
The correct answer is answer 2, 10.
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Practice Question 5
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his problem presents you with a confusing diagram. Theres more information than you need, and with all the lines on
the diagram, you might not be able to focus on what the question is asking. So, try to pin it down. Jordans backyard is between points A, B, E, and D. Try sketching the diagram on scratch paper and marking the portion that youre concerned with:
So, what is this question asking? If Jordan wants enough sod to cover the yard, its a question about area. One of the things that might help you is knowing that, no matter what geometry concept its asking about, the formula will be one of the ones in the test booklet. If you figure out that this is a question about area, then you have to figure out what the shape of the yard is. The formulas you have are for a square, a rectangle, a parallelogram, a triangle, a trapezoid, and a circle. You can probably rule out a square, a rectangle, a triangle, and a circle right away. That leaves a trapezoid and a parallelogram. On a parallelogram, both sets of opposite
Math Smart
sides are parallel, and line AB is not parallel to line DE. Only lines AD and BE are parallel. That leaves a trapezoid. Now, dont let the words base and height fool you. This trapezoid is on its side. The height is the distance between the parallel lines, 120 feet. The bases are 112 feet and 44.5 feet. So, those are the numbers you need to put into the formula:
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Area = (112 + 44.5) 120

Using your calculator, you can figure out that the area is 9,390 square feet. You can also do some rounding: 100 + 50 is 150, and half of that is 75. You can break 120 up into 100 and 20. 75 100 is 7,500, and 75 20 is 1,500. Thats approximately 9,000 square feet. The closest answer is answer 5, 9,390.
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Practice Question 6
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ne important piece of information to know is that you can add or subtract areas or volumes from each other. No matter how
odd the shape you see on the test is, the formulas in the front of the test booklet give you all the information you need. This question is about area, and the shapes are obviously circles! The formula for area of a circle is pi times radius squared. Since pi is approximately 3.14, the formula is:
Area = 3.14 radius2

The first step in solving this problem is to find the area of the whole floor. Remember, the radius is of the diameter, or halfway across the circle:
Area = 3.14 102 = 3.14 100 = 314

The next step is to find the area of the two pillars:
Area of one pillar = 3.14 22 = 3.14 4 = 12.56
Area of both pillars = 12.56 2 = 25.12

Then, find the area of the floor without the pillars.
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314 25.12 = 288.88

The correct answer is answer 4, 288.88.
Practice Question 7
ere is the dreaded quadratic equation! How can you solve it? Dont tear your hair out. The multiple choice answers can really
work in your favor. Try plugging the answers into the equation for x to see which ones work. Start with 3:
32 7(3) 3 = 15 9 21 3 = 15 12 3 = 15 15 = 15
Three works! So, you can cross off any answer that doesnt include three, and that narrows it down to answer 1 and answer 3. (Remember, a 3 is definitely not the same as 3!) So, try 4 to see if it works also.
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42 7(4) 3 = 15 16 28 3 = 15 12 3 = 15 15 = 15
Four works, too! That means the correct answer is answer 1; the possible values are 3 and 4. And you dont need to solve a quadratic equation to find it.
Practice Question 8
his question asks for the median. The median is the middle value of a group of numbers put in order from lowest to
highest. Start by putting the numbers in order:
$2,683 $3,506 $4,509 $5,899 $9,842 $12,534 $11,039

Since there are an odd number of numbers in the group, the median is simply the number in the middle.
$2,683 $3,506 $4,509 $5,899 $9,842 $12,534 $11,039

The right choice is answer 3, $5,899.
M e di an i s i n t he mi dd l e .
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Practice Question 9
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his question asks you to be able to read and understand a chart, and to make a calculation based on the information
in the chart. To answer this question, first locate on the chart the percentage of sales that is candle sales, 12%. To find out the dollar amount of candle sales, multiply the percentage times the total sales for the year:
$680,000 12% = 680,000 .12 = 81,60

The correct answer is answer 3, $81,600.
his question asks about graphing a line. That might be something you dont know yet, but the important thing to
realize is that if you put a value for x or y into the equation, you can find the value for y or x that will be a point on the line. Since youre looking for the location where the line crosses the y axis, the value for x will be 0. Every place where the value for x = 0, the point will fall on the y-axis line. So, solve the equation if x = 0:
3(0) + 1y = 6 0 + 1y = 6 y=6
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The correct answer is the point at (0, 6). You should mark your answer in the coordinate plane grid like this:
A civilized man is one who will give a serious answer to a serious question. Ezra Pound
GED Smart is your complete guide to passing the GED test!
Learn how to:
! Think clearly and solve problems. ! Make your goals and achieve them, with simple, stepby-step methods.
! Learn quickly and effectively, with less effort. ! Stay motivated and leave test anxiety behind you. ! Be a comfortable, confident, and successful test-taker. ! Find the right answers to GED test questions.

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The Smart Way to Study, Learn, and Pass the GED.

Chapter 2 Plan Smart: Setting Goals and Achieving Them........................75

2008 by Essential Education Corporation. All rights reserved.

Chapter 2 Plan Smart: Setting Goals and Achieving Them (contd)

Chapter 3 Learn Smart: Secrets to Learning More in Less Time.............. 129

2008 by Essential Education Corporation. All rights reserved.

Chapter 5 Test Smart: How to Be a Successful Test-Taker....................... 213

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Chapter 5 Test Smart: How to Be a Successful Test-Taker (contd)

Chapter 7 Read Smart: A Guide to Reading for the GED...........................311

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2008 by Essential Education Corporation. All rights reserved.

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2008 by Essential Education Corporation. All rights reserved.

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What Is Clear Thinking?

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How Can Clear Thinking Help You?

Clear Thinking Helps You Make Good Choices

Clear Thinking Helps You Avoid Problems and Mistakes

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2008 by Essential Education Corporation. All rights reserved.

2008 by Essential Education Corporation. All rights reserved.

The Six Aspects of Clear Thinking

ttitude is about examining how opinions, values, emotions,

Key Attitude Questions:

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nfo r m ati o n is the body of fact and opinion that is available to

Key Information Questions:

rgani z ati o n means thinking about how youre approaching

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Key Organization Questions:

easoni ng means examining and being aware of the quality

Key Reasoning Questions:

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lte r nati v e s means looking at different possibilities, not

Key Alternatives Questions:

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Key Consequences Questions:

Thinking about Attitude

! Be wary of your own knee-jerk reactions. Take a moment to put

affecting your attitudes? What important believes and values are

! Now, think about how your attitudes affect your approach to

! If you have strong emotions or beliefs that conflict with others,

! Explain to others how important your emotions, beliefs, and

! Identify who the important people or groups of people are that

! Identify whose opinion is important to you. Who do you

! Think about the motivations, goals, values, beliefs, and

experience of each person or group. What factors go into their

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Thinking about Information

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! Start out by evaluating what information you need in order to

! Think about the information you already know. Where does it

come from? Do you remember where you learned it, or do you

! Learn to find out information. The Internet is a good source of

! Rate information based on how reliable it is and how likely it is.

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! Get information from more than one source. Sometimes, a single

! When information seems to conflict, look at it closely. Is there

! Look at the big picture as well as at the details. Try to get an

overview of the situation, so you can put your information in