Scholar Tests · Set 2
SSAT practice test, Grade 11
Name ______________________ Date ____________
Quantitative
Circle the letter of the best answer. About 12 minutes.
- 1.
What is the midpoint of the segment joining (1, 6) and (13, −4)?
- A(7, 5)
- B(6, −5)
- C(1, 7)
- D(14, 2)
- E(7, 1)
- 2.
6 erasers and 4 rulers cost $84. 1 eraser and 4 rulers cost $44. What does one eraser cost?
- A$6
- B$40
- C$7
- D$9
- E$8
- 3.
Which of these means the same as 5⁶?
- A5 × 6
- B5 × 5 × 5 × 5 × 5 × 5 × 5
- C5 × 5 × 5 × 5 × 5 × 5
- D5 + 5 + 5 + 5 + 5 + 5
- E6 × 6 × 6 × 6 × 6
- 4.
The two lines with arrowheads on them are parallel. What is the size of the angle marked with a question mark?
- A135°
- B35°
- C68°
- D55°
- E45°
- 5.
Isla has m marbles. Anh has twice as many as Isla will have after Isla gets 7 more. Which expression shows how many marbles Anh has?
- A2 + m + 7
- Bm + 14
- C2(m + 7)
- D9m
- E2m + 7
- 6.
The table shows which pet each family at a school owns. Some numbers are missing. Each row and each column adds up to its total. What number belongs in the cell marked ? in the table?
- A459
- B449
- C217
- D382
- E439
- 7.
The equation x2 − 17x + 72 = 0 has two whole-number solutions. What is the sum of the squares of its two solutions?
- A289
- B433
- C217
- D145
- E17
- 8.
One winter night in Mount Hotham the temperature dropped to −12 °C. The next afternoon it reached 15 °C. How many degrees warmer was the afternoon than the night?
- A27
- B28
- C15
- D12
- E3
- 9.
In the triangle below, what is the size of the angle marked x?
- A140°
- B50°
- C40°
- D100°
- E80°
- 10.
Find the value of x.
7(x + 3) = 105- A12
- B18
- C15
- D11
- E13
Reading
Circle the letter of the best answer. About 10 minutes.
The Price Tag You Cannot See
Suppose a friend gives you a free ticket to a concert on Saturday night. The ticket cost you nothing, so going seems to cost nothing as well. An economist would disagree. If attending means giving up a shift at a part-time job that would have paid sixty dollars, or an evening you had planned to spend finishing a project, then the concert has a real cost after all. It is simply a cost that does not appear on any receipt.
Economists call this opportunity cost: the value of the best alternative you give up when you make a choice. The idea rests on a plain observation about scarcity. Time, money and attention are limited, so every decision to use them one way is also a decision not to use them another way. The old saying that there is no such thing as a free lunch makes the same point. Even when someone else pays for the meal, the hour you spend eating it is an hour you cannot spend on anything else.
Opportunity cost is easy to state and surprisingly easy to forget. A price tag is visible and specific; the alternative a purchase rules out is usually vague and unspoken. As a result, people tend to weigh what they can see. A shopper choosing between two phones may spend an hour comparing features while never asking what else the extra two hundred dollars could have bought. Researchers who study decision making have found that simply reminding people of what else they could do with their money can make them noticeably more cautious about spending it.
The concept also explains choices that look puzzling at first. Consider the full cost of attending college. Tuition and books are the obvious expenses, but economists add another: the wages a student could have earned by working full time during those years. For most students, the investment still pays off over a lifetime. For a rare few with an unusually valuable opportunity, such as a promising young athlete, the income given up may be large enough that delaying college makes sense.
It is worth separating opportunity cost from a related idea that often causes confusion. A sunk cost is money or effort already spent that cannot be recovered. Because it is gone whichever way you decide, it should not influence what you do next. The person who sits through a dull movie only because the ticket was expensive is letting a sunk cost steer the decision, while ignoring the opportunity cost of the next two hours.
None of this means every choice requires a spreadsheet. The value of the concept lies in a single habit of mind: asking, before committing, "Compared with what?" That question turns invisible costs into visible ones, and visible costs are far easier to weigh.
1.Which choice best states the main idea of the passage?
- ACollege is a poor investment for most students because of the wages they give up while studying.
- BEvery choice carries the hidden cost of the best alternative given up, and noticing that cost leads to better decisions.
- CSunk costs should always be recovered before a person makes any new decision.
- DFree gifts such as concert tickets usually end up costing more than items people buy for themselves.
- EShoppers make better choices when they compare the features of many different products.
- 2.
According to the passage, what expense do economists add to the obvious costs of college?
- AThe cost of books and supplies
- BThe money spent on application fees
- CThe wages a student could have earned by working full time
- DThe price of housing near the campus
- EThe interest charged on student loans
- 3.
Based on the passage, a diner who keeps eating an unappetizing restaurant meal only because it was expensive is
- Aavoiding the trap described by the free lunch saying
- Bfollowing the habit of asking "Compared with what?"
- Callowing a sunk cost to influence a decision
- Dcorrectly weighing the meal's opportunity cost
- Ereducing the meal's opportunity cost to zero
- 4.
As it is used in the passage, the word "rests" most nearly means
- Aremains
- Blies down
- Cdepends
- Dpauses
- Erelaxes
- 5.
The author would most likely agree with which statement?
- AGood decisions require detailed calculations every time.
- BMost people already think carefully about opportunity costs.
- CChoices that cost no money do not need to be thought through.
- DMoney already spent should guide what a person does next.
- EA decision is easier to judge well when its alternatives are made explicit.
The Case Against Library Fines
For generations, the overdue fine has been as much a part of the public library as the card catalog once was. A book comes back late, and the borrower pays a few cents for each day of delay. The practice seems harmless, even fair: a small penalty to encourage people to share. Yet a growing number of libraries have abandoned fines altogether, and I believe the rest should follow.
Begin with what a public library is for. It exists to give everyone, regardless of income, access to books, information and a quiet place to learn. Fines work directly against that purpose. For a family with money to spare, a few dollars owed is a minor irritation. For a family without it, the same amount can mean a blocked card, and a blocked card can mean a child who stops borrowing at the very age when reading habits form. Librarians in many cities have noticed that accounts blocked for unpaid fines tend to be concentrated in the neighborhoods that most need the library. A policy that pushes away the people a library was built to serve is not harmless, however small each fine may be.
Consider, too, what fines actually accomplish. Their defenders claim that the threat of a penalty is what brings books back. But libraries that have eliminated fines have generally reported that most materials are still returned. Some found that former patrons, who had stayed away for years out of embarrassment over an old debt, came back once the debt was forgiven. The money collected, meanwhile, usually makes up only a small share of a library's budget, and some of it is consumed by the staff time spent tracking and collecting it.
The strongest objection deserves a fair hearing. Without some consequence, critics say, a minority of borrowers will simply keep what they take, and the shelves will slowly empty at the expense of everyone else. This concern is reasonable, but it argues for a different tool, not for fines. A library can still require a borrower to pay for an item that is truly lost, and it can pause borrowing until a long-overdue item comes back. These measures protect the collection without charging people for being a few days late, which is the offense fines most often punish. Reminders by text message and email, now cheap and nearly universal, do more to prompt returns than a charge most people never notice until it has grown.
A library fine is a small thing, and that is precisely the problem: its benefits are small, while its costs fall on the patrons least able to bear them. Libraries pride themselves on being open to all. Ending late fines is one simple way to make that promise true.
6.Which choice best states the author's central claim?
- APublic libraries should be funded mainly by the fines that they collect.
- BPublic libraries should replace most of their printed books with digital materials.
- CPublic libraries should raise their fines so that borrowers return books on time.
- DPublic libraries should stop charging overdue fines because the fines do more harm than good.
- EPublic libraries should stop lending to any patron who has ever lost an item.
- 7.
According to the author, what happened at some libraries that eliminated fines?
- ALibrarians began charging much higher replacement fees.
- BMost borrowers stopped returning materials on time.
- CThe libraries' budgets shrank by more than half.
- DText message reminders were no longer needed.
- EFormer patrons who had avoided the library over old debts came back.
- 8.
The author suggests that a blocked card is especially harmful to a child because
- Achildren are not allowed to pay fines themselves
- Bchildren rarely use libraries after they turn twelve
- Cchildren's books are more expensive to replace
- Dchildren are more likely than adults to lose books
- Echildhood is when lasting reading habits are formed
- 9.
As it is used in the passage, the word "charge" most nearly means
- Afee
- Bcommand
- Cresponsibility
- Dattack
- Eaccusation
- 10.
How does the fourth paragraph function in the passage?
- AIt describes how the practice of charging overdue fines first began.
- BIt admits that the author's argument fails for borrowers who lose books.
- CIt presents an opposing view and answers it by proposing other ways to protect the collection.
- DIt offers new figures showing that fines raise large sums of money.
- EIt shifts the focus from public libraries to school libraries.
Verbal
Circle the letter of the best answer. About 5 minutes.
- 1.
Eulogy is to praise as tirade is to
- Aanger
- Bhumor
- Ccalm
- Daudience
- Espeech
- 2.
Chisel is to sculptor as loom is to
- Aweaver
- Bfabric
- Ctailor
- Dcarpenter
- Ethread
- 3.
CANDOR
Which word means most nearly the same as the word in capital letters?
- Adeceit
- Bpatience
- Chonesty
- Dcourage
- Ecandle
- 4.
SCRUTINIZE
Which word means most nearly the same as the word in capital letters?
- Aexamine
- Bcriticize
- Ccelebrate
- Doverlook
- Eborrow
- 5.
MAGNANIMOUS
Which word means most nearly the same as the word in capital letters?
- Aanxious
- Bmagnetic
- Cclumsy
- Dgenerous
- Epetty
- 6.
Drizzle is to downpour as breeze is to
- Arain
- Bcalm
- Cgale
- Dstorm cloud
- Ekite
- 7.
Abridge is to shorten as augment is to
- Aargue
- Brepeat
- Cincrease
- Ddecrease
- Eapprove
- 8.
Acorn is to oak as tadpole is to
- Aegg
- Bfish
- Clizard
- Dfrog
- Epond
- 9.
NEFARIOUS
Which word means most nearly the same as the word in capital letters?
- Avirtuous
- Bnervous
- Cfamous
- Dwicked
- Ecareless
- 10.
TENACIOUS
Which word means most nearly the same as the word in capital letters?
- Apersistent
- Btense
- Cfragile
- Dgenerous
- Ewavering
Written by Scholar Tests in the style of the published SSAT question types. Not a real SSAT test, and a practice score is not a real score.