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APPLE,1983LM Mh@8nЍLЭ 0J @L:LhhhhIL@Ae P o**ӂӹ]|wKIJK,-NOPQRSuHUSTON!' @   !"#$Ԡ͠ˠĠԠ ]XXKR Ko`V8`no` & on ]I9XX`)HJJJh`OeNeO࿰ ]9XАO`@ȭ@` ON CNJKO`HHHHхЅG ݐ ` ~ qͬ ݰFG ݐ` ~* q% L`FGLݮ 'ܰ8`FHGH] 'ܰ]hGhF`@Bɼ>K@J5 ]9X(KI0F1G ݰ:%&N  ݰ# 'ܰFG ݐ`J HHR hh` 0 @ LFL q[̄T 0̄ȩF𸽒G ݰ 0` ݰF0F1G ݰy &밀L֢ȹLݠ@ȅH@ILҠ,|0` װJ WP8`TU fېH8,=)N 0 [01)@L` b讀 'ܰݩ ݰ L֬Qyy`O Wݰ @LL א=@ 5ȹQP8` &iQ` C0 5B C)yz( ȹ`y8myz8mz@8` װG8`F  װ P=)@N8`)@J 5yy))ꭁJJJJR RȢjI ;ސh(8H Nh(`R@`@Rȱ@ ` אB@8ZTUQ qۮQUT?H>8T2hU3JJJJ)@` װ%I -=) t 0@)N8``N8`  ) NRȢJ@jJjR@ʈLP 簞KIJHRȢjRjjk)lJn 8 ΄R  bH8R Ri ~8`L Ӑ L~ Ӱ )ܹ0 )p )@ )  R0FG ݰ حFG ׬R234 / F) F ְR)f ݰ`H@h~`h`R IhHIhH  i ` ܰ ii` )0CGHFHBFG ЪhFhG`@5~R͔ M @BRi ׭~` .R 4#R0 iڮQ)`L@.~R 簪HIFHR  PLnEnʱNLMOklMEKP%nMEKnL2 Okl,jm PjeNNO P(` R  F .AlJFHIGHIR HIHI`  .` .AR HF HG`@Nȱ@OR`RjM}FIF` tJMF t 3 tJF` R` H  ^h)N@ N; L  ;ް$ )bJTU f۰ ) H BhL ) . )lJkjIGLLՐ`BLڑL COPYRIGHT APPLE, 1983 h@ 0J @L:HUSTONP8H  ): e: y8鰕:Jjjj<)yi8i;i(*=>hP8`;Zx3QTTSRWVUHEVhEhH)IWHPHHHAHHHLaVEWLӿSKILLS BANK CORPORATION January 1, 1990 SKILLS BANK II  &@DEF   %LҠؠӠ΢ϠԩҠŠƠԠԠŠӢɯϠҠůȠԠĠ à ɘɉ ɈL :Lɍ)ې)ɮ۰ɺH h 'ĝL  LL L)'L L L'L  (L(L $ʩ $$ $L `ީ % XʩXύX X A %  % ɍNH hɛɘɉɈ $ Lc :Lcې)ɮ۰ɺ'Ɲ Lc  : X i % $ɛ$8V%&8V)HV)hH)hHIhդD?DRIDQD); ?JDQD]`MY pY)p  p`8L:HhHh VY>:Y)`;R?AJ;<ȰY)`Y?)`ȐҰ ;HhHh=`Hh `Hh`DEiȍ01ZsDE8T8Wpq 7I꽌ɪ꽌ɭ蠪:VE:8`]V]H)]V])]T])] >8hUD` Y`> Hh݌(`HCJJJJ)*h`0($ p,&"op8`kkV꽌ɪɖxl*k-kmMl 꽌ɪ`8` *L o % YZoY 3 NZ`rZLkZq8r7IZiZkk 8 s q | kн Z)*>>` @ $(,048<@DHLPTX\`dh 0ުlptx| FGV*& .V  JJJJH :h Ei :EX`'8`jWC)p> pCYY 轊( ( BV ( p0 \BiJ @i> i'j:ZH i@ioZZH h ȭnWǥBJ 8X` +>L 4 /student/go ! 7  $ ) -. 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Press the SPACE BAR to continue. &9L_re requirements are metby an Apple IIc or IIgs. Press the SPACE BAR to continue. WHAT YOU NEEDYour computer has only 64k ofmemory. This is adequate for mostof this demonstration, but you willnot be able to try the samplelesson from the STUDY SKILLYour computer is able to displaylessons in the READING, LANGUAGE,and MATH Series.The WRITING Series requires 80column displays. Additionally,the graphics displays in the STUDYSKILLS Series require that yourcomputer have 128k of memory.All of thesd1dSdldd dddde!e >e Fe ie eeeeeSKILLS BANKCORPORATIONPresents ...WHAT YOU NEEDYour computer does not have an 80column card. 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Q ends this lesson. ! !No hint is given for thisquestion.Press  ANY KEY  now.You need to score at leastpercent before you can continue toa new lesson.Because your score was , you needto take Don't forget! Ŀ You can get a hint for a question by pressing H.  If you are having trouble, ask your teacher for help.  Press  ANY KEY  now to continue.Ŀ Do you really want to stop working on this lesson?  ? { 30>0{3>f? 0{c>3> 33kc0>3>33n 06 33f3n 33k6386fff````fff< 0<<n| ~~{3Uwl`l``ll lllv>l60f|?f~~6<>>>33cc3?  <<<<<<<<<l~f66cc3Ulllllllllllll0<~fll0f~n66>ff<|~f~~0f<63< TVWXYZ[\]^`> 8??> ?<<3xgcc???33cc3 8 08n<p~f~ff>p<<f8fp8~<Dlllllllllllll`~~88p`8< 0p>c6 f vLLLLLLpLL"LLLLLLLL0` @?~|xp`@ ((((PPPP !!""## !!""## !!""##((((PPPPL|~~6<@f| 66 right answer.  Press ANY KEY. one more time. N} yг sӻ Ӌ ]}a Ӽ Ӌ n}a дӻϠ ȱ `#dem Internal error [sho102]. ?=Help H=Hint   Press ANY KEY  =up =down ESC=go back    Your answer. Press ANY KEY. The z+ rӳ sӴ) ӳ Ӵ( t@ u@=<z ?>=>z ?z =f3?3f 0 33f3f 333  c>f3<p~~<< $6f3 f g 33033 3 ? 3ff6Ff3 3ffcc6f3 3w6 f`3f33>f 36 k33>>0,36>&  c0fffff<~ 3ffffff|f`f3Ulllllllllllllv>lf6|0@ABCDEFHIJKLMN6)JTUȍLUT}f~ iɅ i 8H@I E &JT-H-./0123456789:;<=>? `abcdefghijklmnopqrstuvwxyz{|}~ | | _ |   6)}f~ iɅ i 8x<8>Uwlllllllllllll~ ><^v !"#$%&'()*+, >??x   3?<|3gcc8g? cc@n;n0g3gc30n 6c0?8`<`<<<<<>ATION     800 - 451 - 5726    $6o(&Fk6oCn!$2?&l( ru1y46; u FcIOTYuJ]"aXhekN+mEmSmmm{mmmmLS  BANK II         Ŀ Ŀ SKILLS  BANK II         Ŀ Ŀ SKILLS  BANK II       Ŀ Ŀ SKILLS  BANK II              Ŀ Ŀ SKILLS  BANK II             Ŀ Ŀ SKIL            Ŀ Ŀ SKILLS  BANK II              Ŀ Ŀ SKILLS  BANK II           SKILLS  BANK II         Ŀ Ŀ SKILLS  BANK II          Ŀ Ŀ SKILLS  BANK II      Ŀ Ŀ SKILLS  BANK II         Ŀ Ŀ SKILLS  BANK II         Ŀ  II         Ŀ Ŀ SKILLS  BANK II         Ŀ Ŀ SKILLS  BANK II      ĿSKILLS BANK II         Ŀ Ŀ SKILLS  BANK II         Ŀ Ŀ SKILLS  BANK32ST4354P'- Ŀ SKILLS BANK II contains  286 lessons   286 lessons  49 quizzes   49 quizzes  55 tests    55 tests  on 75 disks  4 rxJ P  (" (   2' -  24 :   f g !  "!IJ#"$#%$&%'&[\(')(/0*)+*,+mn-,.-AB/.0/1021ctionaries NEW for References 1990! Consumer Information  Graphic InformationRXFL$ bh  :@   ~V\.oblems Algebra and  Geometry  Spelling PunctuationCapitalization Grammar and Usage   Mechanics Language Usage Sentences Paragraphs   Vocabulary Word KnowledgeComprehension   ĿDireen,   press ANY OTHER KEY.  ͼ_e:@drx SKILLS BANK II is ...MATHEMATICS LANGUAGE WRITING READING STUDY SKILLS  Computation ConceptsWord Pr Press the SPACE BAR to continue. d ͻ ! To halt the demonstration,   press the ESC key.  ͹   To start it up again, or ! immediately advance to the  next scmmm nn <Bd   SKILLS BANK II    helps students learn the skills tested onhigh school equivalency exams and national achievement tests. %      Ŀ Ŀ SKILLS  BANK II         Ŀ Ŀ SKILLS  BANK II         Ŀ Ŀ SKILLS  BANK II         Ŀ Ŀ SKILLS  BANK II         Ŀ Ŀ SKILLS  each time he or she uses the computer, or   THE TEACHER, by specifying a list of lessons, quizzes, and tests for students to take, or    THE COMPUTER, based on thestudent's test performance.(Here, SKILLS      t       rt              t (<B<d Ŀ WORK CAN BE SELECTED BY...   THE STUDENT, p                     or      po                     rt      or                 Re  or   R rt                  ep  rt  Re t                   po  t   e  rt        t   r   ep  le po    t              R  po  e  or                  t   St  R    po    rt  or  to   R  ty Re    or    t   rt  or  Re  yl ep   ep  Re  tr  en  g  ic    Re    po  ep  ra  nt   S c     ep    or  po  at  ni os    nt     R  t   is  nm  in st    t     Re   R  st  me  ng ti     R    re    mi    si    ar gn    de    ss    en    in    ig    rn no    en    s     nt    ni    gn  i    St    Cl    Pa    Ad    As    Le ia    tu    la    ar    dm    ss    ea ag    ud    as   RE ... !Ŀ Seven Reports !         ! ! !     D    S    C   P   A   A   L Ddisks     teacher disks  ! !     Ŀ  Ŀ " Each teacher has a disk  to assign work and  generate reports.     ALSO, THERE A#    on 75 disks along with  student disks  Ŀ  Ŀ " Each student has his or " her own student disk to  present lessons and  record scores.   student BANK II         Ŀ Ŀ SKILLS  BANK II          along with   # # # # # # # #  BANKautomatically directs thestudent's course of study.)P< Ŀ ! Let's look at SKILLS BANK  ! the way a student sees it,   by reviewing a typical   problem from a lesson.      Let's look at SKILLS BANK  ! the way a student sees it,   by reviewing a typical   problem from a lesson.  Ŀ  ! In this case,      )"No. There is no error in line 2.)!The comma is where it should be,)at the end of the greeting.) Look again. Notice that the response to an incorrect answer emphasizes theproper use of the basic srsor to select answer 2. This will show you a typical !response to an incorrect answer.Press the SPACE BAR now. Now press RETURN to select answer 2, which is an incorrect answer.  . 1.  #   2.) #   Press H now to see the hint forthis question.       )A comma is used after the last)word in a personal greeting. After you read the hint, pressthe SPACE BAR once to move thecu %' %' %' %' %' % # %  ?=Help H=Hint  %' Each answer, correct or  incorrect, receives a response. Lessons and quizzes also offer hints (tests do not).  n a lesson, the student must  Which line has an error? %' 7answer correctly before going   1. Dear Ted % 2. Dear Judy, 8on to the next question.  3. Dear Aunt Louise, % 4. No error %' % # %'Ŀ%' 8The student then works through  1 of 5 Ŀ %* RULE 16: Use a comma after a ;the questions. personal greeting and after the % closing in letters. % ! %' AI% Examples  %' %* 1. Dear Mom, Dear Aunt Millie, %' % 2. Love, Sincerely, % Karen Robert %' %' %'xciP;Axxw}P xx F ~a (,) after the %%  greeting in a personal 7give examples of proper usage.  letter. % ! %& 2. Use a comma after the %&  closing in all letters. % ! % ! %' % ! %' %' %' %' %' %'Ŀ$Each lesson has one or more ' % RULE 16 ,screens that review the basic !Ŀ % ! Fskill for the student and 1. Use a comm C T U A T I O N %  %  LESSON 16 %  %* Commas after greetings %* and closings in letters %  % ! % ! % ! 'F %'Ŀ%' )The student then chooses a !Ŀ % ! %lesson, quiz, or test. ! % ! 2In this case, we are choosing  %  7Lesson 16. P U N% ! % Otherwise, %)  press - to erase the date, %(  type in the correct date, %%  and then press RETURN. % ! % ! %' % # %  Press ? for help  %ate in your computer )(each student has his or her own ' %# is set to -  1-31-90  (disk), and confirms the current ' % !Ŀ date. ! %! If this is correct, %  press RETURN. we will take  ! a problem from PUNCTUATION   lesson 16.  x %'Ŀ%' $When SKILLS BANK begins, it ' % Hello, Sandy. #greets the student by name ' %" The dkill.    Students can also answer!questions by pressing the number of their choice. Press 1 now to get the questionright.)! ) ) )     #   1. . 2.  )#That's correct. There is an error)$in line 1. A comma is needed after)!"Ted" because it is the end of a)personal greeting. !Notice that the correct response!reinforces the proper use of therule. Normally, when a question is  answe%  Press ? for help  %' :The STUDENT REPORT gives the  1. Student report history of work for any time period selected by the teacher. The report shows ! dates on which work was done, time required to %' % 5. Parent report % 6. Class report %! 7. Administrator report %& 8. Student and class reports %' %# 9. Return to main choices %' %' % Your choice:   %' % # MSxd$dd %'Ŀ%' %' %!  Generate Report(s)  %' %' % 1. Student report % 2. Diagnostic report % 3. Assignment report %" 4. Learning style report  If you press  3  , you will be able to choose fromthe 7 SKILLS BANK II reports. * 2. Select report options  #   3.        Press  3  now.<x xxxns   * 1. Transfer student records *  2. Select report options  You can also control the report output by deciding, for example, that you want the report to go to thescreen rather than the printer.  rk for study. Before any reports can beproduced, you need toconsolidate the class databy copying records from the STUDENT DISKs to the 5TEACHER DISK.   1. Transfer student records   * 4. Assign lesso # %  Press ? for help  %' !There are two primary functions:  :1. generating reports   3. Generate report(s)   &, and  3. Generate report(s) * 4. Assign lessons  2. assigning wocords %" 2. Select report options %' % 3. Generate report(s) % 4. Assign lessons %' % 5. Other activities % 6. Quit %' %' % Your choice:   %' %' %' % d$2bhdd<< %'Ŀ%' %' %!  Select an Activity  %' 'This is the list of activities ' 'available on the TEACHER DISK. ' %% 1. Transfer student reͻ  This completes the review  of the sample lesson.  ͹   Now let's look at the  reporting and assignment  functions provided to the  teacher.  ͼ%' )If the student quits, SKILLS BANK ' Kwill record scores and times for  RETURN  take another lesson. :the day's activities.  Q  quit for the day. %(  M  review problems missed. %'d d 5  /b. quit the program entirely,    % score 80%  /c. see the questions he or she    Bgot wrong, with the correct  time (min:sec) 3:42  answers.    %   $When a lesson is completed, ' %a student has three choices: ' %  YOUR SCORE Ŀ /a. take another lesson on the    ?same disk or any other,  questions correct 4  %# questions triered correctly, the student moves to the next question.In this demonstration, we willconclude the lesson. %'Ŀ%' % Punctuation Lesson 16: %' %# Commas after greetings and % closings in letterscomplete work, and scores. #  1. Student report 6The DIAGNOSTIC REPORT  2. Diagnostic report  summarizes all of the student's work to date.  Individual lesson scores are combined to provide a clear summary of strengths andweaknesses.     #  2. Diagnostic report The LEARNING STYLE REPORT  4. Learning style report  describes the way a student woEY TO CONTINUE dddCI, "SKILLS BANK II: DIAGNOSTIC REPORT)Student: Sandy Denver! 2-9-88 Page 1Class: Ms. Ganes, 7th grade.Period: December 1, 1987 - February 9, 1988+ Most Recent *Quiz or Test All Work ( _ _ ) Right/ Score Right/ Score 0Skills Bank Concept Total (%) Total (%) _ _ _ _ _*Punctuation 23/25 92% 223/265 84%0Ending Marks (. ? !) 4/4 100% 36/40 90%"Commas 4/5 80% 85/ork done is provided below for the time.period: December 1, 1987 - February 9, 1988. ;Score Time Spent *Skills Bank Area Date (%) (minutes) )_  _ _  _ LANGUAGE: PUNCTUATION 01 Periods After Sentences 12-15-87 100% 2 42 P 7  7 7   PRESS ANY KEY TO CONTINUE ddFL,!+ 1To the parents of Sandy Denver 2-9-88 Page 13Sandy has been working on a series of basic skillsprograms using computers.6A listing of wresponses on 20% of the questions(missed.  7Ŀ 7  8 The left column of the report summarizes how the  % the student uses SKILLS BANK.  7  6 The right column gives the supporting data for   the summary.) ons appear in only 9% of (the work initiated. WEAKNESSESH_CKimberly's performance is weak. Average score is 62% on all work(during this time period.?Kimberly may be guessing on the Kimberly makes more than two6lesson questions. ORT.Student: Kimberly Anderson 2-9-88 Page 1Class: Ms. Ganes, 7th grade.Period: December 1, 1987 - February 9, 1988 STRENGTHSH_ BKimberly generally completes work The Student Report shows that 6that is started. interruptis After Sentences 1 5/5 + 2 Periods After Abbreviations 1 5/5  3 Question Marks 1 5/5" 4 Exclamation Points 1 4/5   PRESS ANY KEY TO CONTINUE ddY_,IS &SKILLS BANK II: LEARNING STYLE REPmpleted and work assigned. - 0 You would normally produce this report only ? if SKILLS BANK is automatically assigning Taken Tota& work to the student. _ _ - GUAGE: PUNCTUATION' 9 ' 1 Period and class. 7 7 The reporting period is not shown. This report : covers future assignments as well as work completed. 7 7 -Ŀ- 0 This report shows you the student's study . plan; work co5 100% !6 Commas: To Separate Quotations,Test 1 Covers All Lessons 1 12/25 21%LANGUAGE: CAPITALIZATIONTest 1 Covers All Lessons 7Ŀ7 : The heading of the report gives the student's name, " and the teacher_ _ LANGUAGE: PUNCTUATION +1 Periods After Sentences 1 5/5 100% /2 Periods After Abbreviations 1 5/5 100% "3 Question Marks 1 5/5 100% %4 Exclamation Points 1 4/5 80% 65 Commas: To Separate Items in Lists 2 5/Y TO CONTINUE ddekdrx,`j "SKILLS BANK II: ASSIGNMENT REPORT)Student: Sandy Denver! 2-9-88 Page 1Class: Ms. Ganes, 7th grade1# Times Right/ Score)SKILLS BANK Lesson Taken Total (%)*_ _ nd two columns give C the same level of description for all work, including tests. A A A   Most Recent  Quiz or Test All Wo  _  _ 9  Right/ Score Right/    PRESS ANY KEudent's name, 8 the teacher and class, and the period covered by  the report.* 7 7 AĿA D The first two columns of the report show subscores taken from A the most recent test or quiz. The seco105 81%'Apostrophes 4/4 100% 23/25 92%+Quotation Marks 4/4 100% 19/24 79%"Letters 3/4 75% 25/33 76%1Colons and Semicolons 4/4 100% 35/38 92%  7Ŀ 7  : The heading of the report gives the steriods After Abbreviations 12-15-87 100% 3 '3 Question Marks 12-15-87 100% 2 *4 Exclamation Points 12-15-87 80% 27_Ms. Ganes, 7th grade  7Ŀ 7  8 This report displays the same information as the  : STUDENT REPORT, but it is presented in the form of  , a letter from the you to the parent.  7  7  7   9  PUNCTUATION-  9  +riods After Sentences 12-15-87 100%  /riods After Abbreviations 12-15address #nstration.Press a number from 1 to 6. dev read.ins  dev lang.ins  dev math.ins  dev writ.ins  dev stud.ins  pro ͻ# Find out more about SKILLS # BANK II by choosing one of  the following.  ͼTry a sample lesson in:  1. Reading  2. Language 3. Mathematics  4. Writing5. Study Skills or 6. End this demonuary 1865 395 1755 0 4015 9   _  _  _  _  _ _ 9  &Total 3551 2123 3514 0 9188 9  9  *ed lessons, quizzes, and tests: 1531  PRESS ANY KEY TO CONTINUE X# 1 2 3 4 5 !6  9188.Completed lessons, quizzes, and tests: 1531  7Ŀ 7  : This report shows the time spent on SKILLS BANK II,  , with subtotals by subject and month.  7  7  7  7  7   9  'Jae Math Writing Total _  _  _  _  _  _ .1987 November 1043 1186 992 0 3221 &December 643 542 767 0 1952-1988 January 1865 395 1755 0 4015_  _  _  _  _  _ &Total 3551 2123 3514 03% 95% 110 100% 95% 63 92% 95% 121   PRESS ANY KEY TO CONTINUE Pd,z %SKILLS BANK II: ADMINISTRATOR REPORT0Class: Ms. Ganes, 7th grade 2-9-88 Page 1)Time in minutes 4Month Reading Languag1% 93% 97 9  .er, Sandy - - - - - - - - - -s, Robin - - - - - - - - - 7er, Jane 92% 99% 65 97% 98% 38 82% 85% 95 9  5y, Mat 96% 99% 85 99% 80% 45 97% 95% 101 :es, Melissa 9ven subject. ; All = average score for all work, including tests. 5 Time = time spent on the subject, in minutes. A A 6er, Ben 73% 82% 141 81% 86% 60 71% 82% 196 8on, Kevin 92% 98% 111 96% 95% 42 9s for all the   students in a class.!  7  6 Each page of the report covers one of the five  . major subject areas in SKILLS BANK II.  7  7 AĿA ? T = average score for all tests in the gi - ;Foster, Jane 92% 99% 65 97% 98% 38 82% 85% 95 9Gerry, Mat 96% 99% 85 99% 80% 45 97% 95% 101 >Haines, Melissa 93% 95% 110 100% 95% 63 92% 95% 121  7Ŀ 7  6 This report gives times and score6 97% 98% 31 88% 83% 182 :Barker, Ben 73% 82% 141 81% 86% 60 71% 82% 196 $"B+42A<0(3GHCC& 2RV&BDR#A<0!3A".|BC/<03Awer questions about the map.5 A sample question is provided on the next screen.Q cC2!yd$DD"*d3""bp`ٙh`͍͘`T%DLR"#&&LR#!"$%@`Ļ`ٍ``͘" ͙ @xrK2#3cCpC C captains, and airline pilots. These maps show how to travel J around areas that require a particular type of transportation. D D D8 This map shows several streets in a city. The map's9 compass will help you ansJ maps, such as highway maps, describe larger areas. These maps J show the roads and major geographic features of a county, state,  or nation.7 D G There are also special transportation maps for hikers, ship HMAPS Ŀ D D I Transportation maps show people how to travel around an area. D J Some transportation maps describe very small areas. An example J is a street map that shows only a few blocks of a city. Other RAPHIC INFORMATION  /  /   LESSON 2  /  / % Transportation Maps / / / 5 5 5 5! TRANSPORTATION &+ !/25P6TUraexs#ww 5Ŀ 5 5 5/ / / + USING G where the action will occur.'No. "School" is a noun and part of%a prepositional phrase that tellswhen the action will occur.e subject is!not stated. Assume that this%sentence means: "You call me ."%No. "Me" is the direct object of!the verb. Find the word thatindicates action.'No. "Home" is a noun and part of a#prepositional phrase that tellse of being. !!Call me at home after school.     1     2     3     4  Which part is the verb?&That's correct. The subject "you"$is implied. The verb is "call."'This may be tricky. Thctive. It%tells us something about the noun"weather."## ## 12H 3D4BOh@  5 of 5 Ŀ' RULE 1: A verb is a word or $ words that show action or  statimming" to words that%tell something about the subject.'No. "Swimming" is a gerund and thesubject of the sentence.%No. In the sentence above, "fun"!is an adjective that tells us something about the subject.$No. "Warm" is an adje&$RBe5RCE<03E<0 3C03E !!M03E!!O03C!AQ03AAAS03BiATNA&AI0"34YeRALA DBqR"S60#3BiR1AJA "2"R"b60/< fxdAH"C  ""sU"""4Rb60.3BIBr"f`CF"C  "bB"bBb6003YBr"f`ADCA/"bB""5Bb60/3R1"f`AB"A 2"2b5"Bb60/3bbe42"BE2"BD$2"A@"A D4br"3$D&03S4AT>uR"A uR0"3bIUQA&<2B"A2B AI03%2"BE2E0!!s03ET.!!u03G!!K)03G!!M'3G!!O$03G!!Q83G!!S83G!!U83G}!!W/03G{!!Y'3Iy!![3Iw!!]3G u!!_03G3AA@"A D4br"3$D&03S4AT>uR"A uR0"3bIUQA&<2B"A2B AI03bIB1BA&:AAi0  3bI2t24D2A8AAk0!3bI2b"2"2B"3A6E m0# 3F)2f2"2F2C42C 2A o0 3B1r"2"rI2 q0 3UDBqR"S60#3BiR1AJA "2"R"b60/< fxdAH"C  ""sU"""4Rb60.3BIBr"f`CF"C  "bB"bBb6003YBr"f`ADCA/"bB""5Bb60/3R1"f`AB"A 2"2b5"Bb60/3bbe42"BE2"BD$2"B+42A<0(3GHCC& 2RV&BDR#A<0!3A".|BC/<03A&$RBe5RCE<03E<0 3C03E !!M03E!!O03C!AQ03AAAS03BiATNA&AI0"34YeRALA &&LR#!"$%@`Ļ`ٍ``͘" ͙ @xrK2#3cCpC C0 C0 3C0!3GWCC(I#:@A<0$3GUAA'bB22bR42A<0*3G8 : : !2RC2"4d24DD4R#A<0)3GFAA&>$"C!!&s8p?3B&%"#(#"/0(3C=!&s0ɟ3BE4"#4D"/0#3C;!U4$"24$$E?3BA D03E9!\#3AD03C7!3AD0 Ee0CQ cC2!yd$DD"*d3""bp`ٙh`͍͘`T%DLR"#1"(/ 0G!!3BA D0G!!3AD03C!!3AD03E!! \# 3rr-/0"3C!!U2A"# 3r#/0%3C!!B12A"# 3r%4!35D/0,3C!!2" O3rD%"#$'_0,3C!!&q83?3r&%"#%D"/0+324DDAur#UA1003?RBR"RS"BAu r42##// 013/t2%BR"2RV&B$Au r#6E3!3O 013/22"BR"222RbAu r425(#1#/ 0(EL'`RBe5RC;u r#3%S'/ 0Iu4`00IXU$I!!g 3"#B"#DO 0I!!i 3S"!"$$"/ 0I !!!k 3D"!"$$o 03C!!m 3!#"!"$!/ 03" C!o 32#BA$$_ 033 E4D0%3SA.2eQA0CuD0%3s3222"CuD0/3œ3CBdB42"03A&".C!U3D2"033C!W 3D6""0 3SC !Y 3B"u03"sC ![ 33"%b033C!]3C2(03SC!_3A_03s.E!!ae03ϓ,C!!c3o03C!!e 3"//0'3"/A7E !}'3""C!3"/E!'3V#1"!/E!)0 3&S""O" C!!0 3%"#&!.3E!!Ik 3E1!D2,SE!!Ke03A/sC!!M3A_03A.C!!O322A703A(C!Q3B"A70 3A'/C!S 3||dd"AHF0(3E:3%||̙́AX'3E<3'|| dA8VU0 3C(̶̄C'3G1o03I33A^G!u3A]E!w03A!y3oA9E !{83G!!S83G!!U83G}!!W/03G{!!Y'3Iy!![3Iw!!]3G u!!_03G3AbsE3G<\'A&3C:Zyy9A)3E3 & %bIB1BA&:AAi0  3bI2t24D2A8AAk0!3bI2b"2"2B"3A6E m0# 3F)2f2"2F2C42C 2A o0 3B1r"2"rI2 q0 3U%2"BE2E0!!s03ET.!!u03G!!K)03G!!M'3G!!O$03G!!QbsE3G<\'A&3C:Zyy9A)3E3 & %||dd"AHF0(3E:3%||̙́AX'3E<3'|| dA8VU0 3C(̶̄C'3G1o03I33A^G!u3A]E!w03A!y3oA9E !{'3"/A7E !}'3""C!3"/E!'3V#1"!/E!)0 3&S""O" C!!0 3%"#&!.3E!!Ik 3E1!D2,SE!!Ke03AE"AwAcE"AACRAcI"Ac G"Ac G"Fq G"Er G"Ds G"Ct G"Bu G"Av G"@w G"?x AEAy A22rAz A223B"$T"A{ A22R2BR"A| A22%4RR"A}P G"^Y G"]Z G Z[ G"[\ G"Z] G"Y^ G"X_ G"W` G"Va G"Ub G"Tc G"Sd G"Re G"Qf G"Pg G"Oh G"AcI"AcE"AACRAcE"AwAc.E"ftr""E"fyA&G"4'Bb"A&I"4|"5A252A4'd4CRA2b2E4%' #2R@A2BRC4QK"3RI"2S G aT G"bURR"RP!RR2BRfQ G"fQ G"]GI"]GE"]ACRAGCUwAGCSwAG AACRAG GSG SeCSG#")C\Q bUC]Q &#C^Q 3SC_Q EaQ E cQ G"fQ G"fQE"fA.E"f"AAG22$BdDD2BAQr838C!QAG72"$RF2rAQAG7r"RB"rrAQA2%"4bE2rAQ G"fQ G"fQ G"fQ G"fQ G"fQ G"fQ G"fQ G"fQ G"fQ G"fQ G"fQ G"es 7  between places on the map can be estimated. D = A sample question is provided on the next screen. D D D G"fQ G"fQ G"fQ G"fQA2C4QA2C4Qght-hand side of the compass? Try again. DĿ D D <  The second map shows roads, railroads, and major B  geographic features in an area that is over 100 square A  miles in size. The map has a scale so that distanc the Convention Center. LookDat the compass to see which direction is on the right-hand side.@That's correct. City Hall is east of the Convention Center.CNo. City Hall is to the right of the Convention Center. WhichCdirection is on the riCFFF# 7aKXbHh@ 7 Is City Hall east or west of the Convention Center? a.  east & b. * west'Sample Question& Press H for hint. IOn the map, City Hall is to the right of,3C!!2" O3rD%"#$'_0,3C!!&q83?3r&%"#%D"/0+3C!!&s8p?3B&%"#(#"/0(3C=!&s0ɟ3BE4"#4D"/0#3C;!U4$"24$$E?3BA D03E9!\#3AD03C7!3AD0 Ee025(#1#/ 0(EL'`RBe5RC;u r#3%S'/ 0Iu4`00IXU$1"(/ 0G!!3BA D0G!!3AD03C!!3AD03E!! \# 3rr-/0"3C!!U2A"# 3r#/0%3C!!B12A"# 3r%4!35D/03SA.2eQA0CuD0%3s3222"CuD0/3œ3CBd24DDAur#UA1003?RBR"RS"BAu r42##// 013/t2%BR"2RV&B$Au r#6E3!3O 013/22"BR"222RbAu r43SC!_3A_03s.E!!ae03ϓ,C!!c3o03C!!e 3"//0I!!g 3"#B"#DO 0I!!i 3S"!"$$"/ 0I !!!k 3D"!"$$o 03C!!m 3!#"!"$!/ 03" C!o 32#BA$$_ 033 E4D0%/sC!!M3A_03A.C!!O322A703A(C!Q3B"A70 3A'/C!S 3B42"03A&".C!U3D2"033C!W 3D6""0 3SC !Y 3B"u03"sC ![ 33"%b033C!]3C2(0ӜȌ"rA~̟A G"7K",I)I"+HM"*G%I")GF6A`G"2GrBP #A|E"{rBPG"[F6A`K"[%G"[I"[) E" E"E"C223A@E"CBA@E"CA@E"C>?fA@E"C<>dA@E"C<A?AAM'?~IQ1!11QEI  > CA~D DEC3AlABCIGB  iA? CJEB#3AfABCKIB& \9 CLG%)3CW:CM! ?$YA 3113454C_N+?C/3CSC:{n݀aCbO(?E2;SeA7 RR planned trip.! D  ?  L  After looking at the map, press X to see the sample question.  I  You can move back and forth between the question and the  ,  map's legend by pressing X.#   ?  d. D H  This type of road map has a mileage scale, but the distances G  between places on the map are also written above the roads. I  This enables motorists to more accurately estimate the length +  and duration of aO@ BR@A&A& DĿ D D F The third map in this lesson is also a highway map, but it F provides more detail than the map we just saw. All of the D symbols used on the map are defined in the map's legene?That's correct. There areapproximately 110 miles ofrailroad shown on the map."No. Compare the length of therailroad (marked by on"the map) with the scale at the"bottom of the map. Try again.2A&A& BR@ilroad are shown on this map?* a. . 60 miles* b. . 110 miles 5Press H for hint. &Compare the length of the railroad#with the scale at the bottom of$the map. Is the railroad longer$or shorter than the 100 miles onthe scal00A\`9`,Nd"A~|"0AU&##bcA]2ҕRCBE"43#AN><t3#A2C4 A2CP EPF *# YaPn?bh@ 6Sample Question#!Approximately how many miles of#!rad&G////.2CP&A2C4A 2ҕQVrAS"$A 2B51r22b"bA^R"B"/AU43#&cA]2aqAcdSDD"4CrA^ "3CbBDCr2AUBC#&&Aa2aDARBB"2"R5A^R bBbS""R5/AU0>A]2aqA2UBFB"%""A EBbRb"%""1AU5"2R""aR4Ab"1bB2"R5P?$#/#!#/#!#/$#/##!#$2(#B"2F2dRUBF22B"2"%""aAQ11b "uBB"%""J6%_r_S_%_bSU2$SB"2"rB""B"22U2""5a53A"9"3A+22"BE2dbCBE23r2""3Ra14533"43#&G////.2)Gt$ Rr_q$SU2Cd8&$#/#!/ &#/#!/3#!#$2 dR22C?r9$$#/ !ob#/ "o##!#$2berR22A? 4CA"bH?$#/ 7/ !#/(/##!#$2")r24D24DSDD2#S"R232"aq!qt5CR"4CrK?$#/9/ !#/)/##!#$2#UB"2B"3BB"2B"EP A2C:A2ADsQq#!XAAPuet(AW2AAAO*)%#(A\2AAAPt)(AY2A&C'Cr"&AAV#)%#(A\2AAAPud%#sAW2AŜAA2AqsQq#!XAA2Ck:A2 C/%_"CPACeAXASAX:XRPAc|28C2PA~g3f`C1PA#2""R"&A1%PE"1e"A5_PE"2%D25C1PG"Q9_P E"P E"_P E"%P E" E" PAA^PAA].PA4A^%PA#tCCPACCPA0A9~PA93C8PAe46C8PAdLA<XRPA#3A8PA3AbAM+ ?r11AS4AIAB11A}AM"IJI !!A? CA;AN#2XRrCMIlAB11AAO2bCQI A? 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TCq\#4:XRRAV4CAA=AB8Cn]#GVq!qA@A? 2Cm^'?R"BA=R4AACAB2Cl_%?1RB"A>ADA= 8Ck`#?_1RTA?53AAD!&A=Ca&?1RFE>DA7 `݀C_b'?_1BHA=AA!!)A7~C`c$?1B:CR?A1 C_d$?1X3/2ԧd%"ٌCW k?-SS_ 0A<001 /1"$%&R"#'!CU "+/<#!#!#/ 0B|000."$%S"!q"#_"#CE&CGAV""E%C#+,"1"1"? 0=0aaa130C o|00O 0%3rTRGp "!d$""{,ATBc$CBDD2"03K6k<e03E0 E(03E 03oA&/ CW0# 3O IN"$,A.1OCW0( 3*././"/A.ṗCU04<q1ٳ00ٛ1CW0<<010038C.?<<$""2""BBbB"0L<93?88(RR"BB"BT"2B"BF2"4RR"2""BUBbB"0N?3"BU2""52"2b"rRR"BB"Bb"2B"B"rRBR"5""BB"BBB"0E818?.C"$4EDTD2"R542"RD4T5bCpG:4CoG7 7 E(03E0. 3"Br2#CEbA=00 3"Bs2CE""AE0F83s?r9r8)R"$CEE5BEE424E5"$2""BTE3T50K<83?8v.r!1a1AA!1a11q!!1abq1!Aa!q1QAaaC8B53$1134QS53a1311!a1!1gAa7a1%AE!1$QS5%%A5%#2Eg n 1)"rrA"b2 RC7SA@AEg n 1)"RrAr2RKr:,E$BCqI7 1G:$+$C4CEXgG7 +Bݻv2$4CD%31b2Q33C45311a!!1rA1%!1%$D!131aeATKݻn/sq!1a1AA1!a11q!!11abR!q1a1!a1AAaaA:CCEݻn0$4QDQA1!3EAD3EA!!aba$QD4411AAadA6$4"KvEg4UC:#b1CAEh0WC7 1rA11AGj-8C:#Q11A$AZE)0!!C7 1Ra11A!GY&2!!C:#BqCAAWG#4G7 %* AWA6!!G:&+AW2A8!!G7 "+IWD۽߿)A\tA3A4E;4UA^V?(A^1!1A6lI7 2b߷߾(A_qQ4A8lC:6rA_w ?A`1qabAKC7 4AAb%13RAMC:84AEc>OG7 6Ed:QG:7!Ef7SG7 2#QrA.v۷2AEQqQE\#CAqba1AE!1Aq61ad11%$,AFACQC]$C= qC5'ߝv(AGC\8G?.25$11!1#AI "CY;E; ,1#"r/ mAK#EYU0`E=1r2AXÇ>$E[R2E9 /1AYEE DBACqPGLhGG$GDq"R CI `4CA!!IC "E.  P*AGA^q!q!!EE'wA62AFACQA]R4A!!!CA o܏R%19A<6AEA\1!!CC11B!1$4QQaD5$C48AEQDQA\53AA!!C? Av42AQC7'CBoBf̔̄ -AUnC6 CDB EUa "EE !!RAHRAa%@%EF!!rEKBA@11&0'EH!!yAIBAA11' EI~EI!FBAB5A8EJi͘eQACTy(C=  iE2QAQ;A6B`-C>O3` $!qAOA7"p*C?Fn"51ANPC8)CAE7AGCvoE7AE CupE7AICtqE7!!Crr"A5$"B+42A<0(3GHCC& 2RV&BDR#A<0!3A".|BC/<03A&$RBe5RCE<03E<0 3C03E D DQ cC2!yd$DD"*d3""bp`ٙh`͍͘`T%DLR"#&&LR#!"$%@`Ļ`ٍ``͘" ͙ @xrK2#3cCpC C0 C0 3C0!3GWCC(I#:@A<0,{{{{R{{{ DĿ D D F  The next 2 questions cover the maps you saw earlier in the F  lesson. The questions are similar to the sample questions   you answered.2 D #No. Cedar Springs is marked by this symbol: . Fairfax is#marked by this: . The legend%tells you which symbol representsmore people."Press X to see the LEGEND, andtry again.,4edar Springs.$The symbol next to Fairfax ( )%represents 50,000 or more people.$The symbol next to Cedar Springs&( ) represents fewer than 1,000. ,48,Rhe legend to see what symbols&are used to show population. Then'locate Cedar Springs and Fairfax on'the map to see which symbol is usedfor each city. Press X to see the LEGEND.)That's correct. Fairfax has a larger"population than CE.  F &F# >aPYob h@ /Which city has the larger Sample Questionpopulation? a.  Cedar Springs b.  Fairfax0Press H for hint. 0Press X to see LEGEND. 'Read tDCd"Co073SC :V$&%1""%#A>IR"b""bR"A04 3*DT&%&""R"A> bbV4DR"6&"&4RbR"A08 3*!""$&%&"!"A>bbRb22""b"BBR"BA043)2"1#54'C1"1A=Sbe4D2TE5$%4bST2"BA03G G 0 C˳0 #AS0#3E j S"9"1"1":C!:"#C!3O0#3C Ç3x{{x110"3C "A)A!A!A)"#")q"#"!o083)l%?A>V2AWbK""2#$2!2!2)"#-!!"#%/ 023SC:"//A>b"EV* DT%SS[CL#"CEO06 3_ :"#46$!4D7A>b"4DDTDD"4D N cE%SS]B6%55?0$ 3)"/+oQ=!#!"+660! 3)"/,"/M=!#!"+0 3)"!!2!44""G,""DGE=+03a!I"ـ\R"&#C03a!I"l|"C0#3)"yf"Cc[SSAT0+3*C""&1$$S1*2"D1"1A &#)#!#!̹|01AL#/ /"#/"/"#/"".#!#!#+B"*"/ 0?3qq3AZ"ؙ+"!"AL#/ o"#/"o$#/"["1"1":!""*"/ 0>3q1YsCS1#92"D1"1AK$#//"#/'/&#/7*!A!A!Ab"#[SS_ 0*3E#_ "oc_)*A!A!A)u.&&/ 03E \"nn`'&&/ 03G  fCD cT%SSZeC%55?0 3A IR&r%GB6603AlfCD0& 3q1YO:oAe<XSC#"RCA0|/+"/E0w|'CT5+""DGE05w|̶ 000EM#_ "oT_CkSS]3LDDO 0?w| %[SS[F;DDO 0.3aE$A[5($$"+S"%#C 4#)#!#!#)"$J"/ 0/3aQA]3%T$kD""R"Cr$"9"1"1"=#!*"/ 02h4lf"C31$!I!A!A!Ad3"+SS_ 0-3zU$1$$Z2#C1"1Cr$A)A!A!A*%}&&/ 0/3A $"B%STRYCDS%AA$2#$2!2!2)"&$'&&/ 0*3AA-.&&/ 0/3b"E7M(D&%D1"AV&$2!2!2,%'&&/ 0'3A'"#&$"CU d%SS[6%55?0 3A '"#&$b""GU.E03A #"#&$'RCY03A SD54V#CU0 3zUoGR 0]0 3q51i##./"/E0'3aQAY6E4DL"#D7E !!M03E!!O03C!AQ03AAAS03BiATNA&AI0"34YeRALA DBqR"S60#3BiR1AJA "2"R"b60/< fxdAH"C  ""sU"""4Rb60.3BIBr"f`CF"C  "bB"bBb6003YBr"f`ADCA/"bB""5Bb60/3R1"f`AB"A 2"2b5"Bb60/3bbe42"BE2"BD$2"A@"A D4br"3$D&03S4AT>uR"A uR0"3bIUQA&<2B"A2B AI03bIB1BA&:AAi0  3bI2t24D2A8AAk0!2$BdDD2BAQr838C!QAG72"$RF2rAQAG7r"RB"rrAQA2%"4bE2rAQ G"fQ G"fQ G"fQ G"fQ G"fQ G"fQ G"fQ G"fQ G"fQ G"fQ G"fQ G"fQ Greets. Try again.INo. Lincoln Avenue is not north of Adams Street. Use the compass to9compare the locations of the two streets. Try again. G"fQ G"fQ G"fQ G"fQA2C4QA2C4QAG2y south of it.HNo. Lincoln Avenue is not east of Adams Street. Use the compass to9compare the locations of the two streets. Try again.HNo. Lincoln Avenue is not west of Adams Street. Use the compass to9compare the locations of the two ste directions on the compass with theBlocations of the two streets. Which direction is below north?DThat's correct. Lincoln Avenue is south of Adams Street. AdamsGStreet is furthest north on the map. Lincoln is directly below it,or directlreet % b. ) south of Adams Street c.  west of Adams Street % d. ) north of Adams Street1 of 2/ Press H for hint. JAdams Street is furthest north on the map. Lincoln Avenue is directlyGbelow Adams Street. Compare thɟ3BE4"#4D"/0#3C;!U4$"24$$E?3BA D03E9!\#3AD03C7!3AD0 Ee0C FFF# FaP>b`cDJdBh@ Lincoln Avenue is  _. a.  east of Adams St!3AD03E!! \# 3rr-/0"3C!!U2A"# 3r#/0%3C!!B12A"# 3r%4!35D/0,3C!!2" O3rD%"#$'_0,3C!!&q83?3r&%"#%D"/0+3C!!&s8p?3B&%"#(#"/0(3C=!&s0Au r42##// 013/t2%BR"2RV&B$Au r#6E3!3O 013/22"BR"222RbAu r425(#1#/ 0(EL'`RBe5RC;u r#3%S'/ 0Iu4`00IXU$1"(/ 0G!!3BA D0G!!3AD03C!I !!!k 3D"!"$$o 03C!!m 3!#"!"$!/ 03" C!o 32#BA$$_ 033 E4D0%3SA.2eQA0CuD0%3s3222"CuD0/3œ3CBd24DDAur#UA1003?RBR"RS"B!W 3D6""0 3SC !Y 3B"u03"sC ![ 33"%b033C!]3C2(03SC!_3A_03s.E!!ae03ϓ,C!!c3o03C!!e 3"//0I!!g 3"#B"#DO 0I!!i 3S"!"$$"/ 03V#1"!/E!)0 3&S""O" C!!0 3%"#&!.3E!!Ik 3E1!D2,SE!!Ke03A/sC!!M3A_03A.C!!O322A703A(C!Q3B"A70 3A'/C!S 3B42"03A&".C!U3D2"033CAX'3E<3'|| dA8VU0 3C(̶̄C'3G1o03I33A^G!u3A]E!w03A!y3oA9E !{'3"/A7E !}'3""C!3"/E!'W/03G{!!Y'3Iy!![3Iw!!]3G u!!_03G3AbsE3G<\'A&3C:Zyy9A)3E3 & %||dd"AHF0(3E:3%||̙́3bI2b"2"2B"3A6E m0# 3F)2f2"2F2C42C 2A o0 3B1r"2"rI2 q0 3U%2"BE2E0!!s03ET.!!u03G!!K)03G!!M'3G!!O$03G!!Q83G!!S83G!!U83G}!!"fQ G"]GI"]GE"]ACRAGCUwAGCSwAG AACRAG GSG SeCSG#")C\Q bUC]Q &#C^Q 3SC_Q EaQ E cQ G"fQ G"fQE"fA.E"f"A.E"ftr""E"fyA&G"4'Bb"A&I"4|"5A252A4'd4CRA2b2E4%' #2R@A2BRC4QK"3RI"2S G aT G"bURR"RP!RR2BRP G"akton&and Midland is less than 75 miles.&Use the scale at the bottom of the!map to estimate the distance.Try again.$No. The distance between Oakton'and Midland is less than 100 miles.&Use the scale at the bottom of the!map to est distance!between Oakton and Midland isapproximately 50 miles.+No. The number 33 is the route number,not the mileage.'Measure from Oakton to Midland, and&compare the distance to the scale.Try again.$No. The distance between O Oakton to Midland?* a. . 33 miles* b. . 50 miles* c. . 75 miles * d.  . 100 miles 5Press H for hint. $Both towns are on Route 33. Use&the scale to estimate the distancebetween the two towns.!That's correct. The`9`,Nd"A~|"0AU&##bcA]2ҕRCBE"43#AN><t3#A2C4 A2CP EPF *# DwaPYbncDdBh@ >2 of 2#Approximately how far is it#from////.2CP&A2C4A 2ҕQVrAS"$A 2B51r22b"bA^R"B"/AU43#&cA]2aqAcdSDD"4CrA^ "3CbBDCr2AUBC#&&Aa2aDARBB"2"R5A^R bBbS""R5/AU0>A]2aqA2UBFB"%""A EBbRb"%""1AU00A\R4Ab"1bB2"R5P?$#/#!#/#!#/$#/##!#$2(#B"2F2dRUBF22B"2"%""aAQ11b "uBB"%""J6%_r_S_%_bSU2$SB"2"rB""B"22U2""5a53A"9"3A+22"BE2dbCBE23r2""3Ra14533"43#&G////.2)Gt$d&Gq$SU2Cd8&$#/#!/ &#/#!/3#!#$2 dR22C?r9$$#/ !ob#/ "o##!#$2berR22A? 4CA"bH?$#/ 7/ !#/(/##!#$2")r24D24DSDD2#S"R232"aq!qt5CR"4CrK?$#/9/ !#/)/##!#$2#UB"2B"3BB"2B"5"2R""a A2C:A2ADsQq#!XAAPuet(AW2AAAO*)%#(A\2AAAPt)(AY2A&C'Cr"&AAV#)%#(A\2AAAPud%#sAW2AŜAA2AqsQq#!XAA2Ck:A2 C/%_ Rr_ACeAXASAX:XRPAc|28C2PA~g3f`C1PA#2""R"&A1%PE"1e"A5_PE"2%D25C1PG"Q9_P E"P E"_P E"%P E" E" EPA^PAA].PA4A^%PA#tCCPACCPA0A9~PA93C8PAe46C8PAdLA<XRPA#3A8PA3Ab"CP223A@E"CBA@E"CA@E"C>?fA@E"C<>dA@E"C<h@ . Sample 2 of 3 Ŀ ? E A modie as possible to the words they describe. ? ?>Select the more clearly written sentence and press RETURN.  1. 0 Charles wrote a story that was too long for the newspaper.  2. 1 Charles wrote a story for the newspaper thatoes NOT & have a misplaced modifier. ? ? ?AA ## 1 62Hh@ / Sample 1 of 3 Ŀ ? A To write clear sentences, you must place modifiers as 9 closclearer, because the modifier is next to "sweater." ?Ŀ ? ? : The next three screens are sample questions on ? ?   MISPLACED MODIFIERS ? ? = In each exercise, find the sentence that dabove, the phrase "that was too small" is aAmodifier. In the first sentence, the modifier is placed nextBto the word "store" and suggests that the store was too small.BThe writer meant to say the sweater was too small. The secondCsentence is misplaced modifier can even change the sentence's meaning. ? Example:? 1. Gina returned a sweater to the store that was too small. %- =? 2. Gina returned a sweater that was too small to the store. - =@In the sentences ain.! MISPLACED MODIFIERS Ŀ ? E To write clear sentences, you must place modifiers as close B as possible to the words they explain. When a modifier E is in the wrong place, it can make the sentence unclear. A EseBthat modifies "scarf." The modifier provides a description ofthe scarf.Try again.ANo. "Scarf" is not a modifier. Find the word or phrase thatCmodifies the word "scarf." The modifier provides a descriptionof the scarf.Try ag.DThat's correct. The phrase "made of red wool" modifies the word "scarf."=No. "Dale" is the subject. Find the word or phrase thatmodifies the word "scarf."Try again.ENo. "Wore" tells what action Dale took. Find the word or phraRETURN.' Dale wore a scarf made of red wool. - - - -  1     2     3    & 4 >We know something about Dale's scarf because a modifier isDprovided. Find the underlined word or phrase that describes the scarf# 1P|2H 3D,44h@ . Sample 3 of 3 Ŀ ? E A modifier is a word or phrase that describes or clarifies # another word or phrase.% ? ?)Select the modifier and press es the word "present."Try again.B"A present" does not does not modify anything in the sentence.EHowever, there is a modifier of the word "present." Look for the.word or phrase that describes the present.Try again.AA #present.@No. "George" is the subject. It does not describe anything>in the sentence. Find the word that modifies or describes"present."Try again.CNo. "Bought" tells what action George took. Look for the word/or phrase that modifi   ) 4 CWe know something about the present because a modifier is used.7Find the word or phrase that describes the present.EThat's correct. The phrase "that was too expensive" modifies the;word "present." It gives a description of the fier is a word or phrase that describes or clarifies # another word or phrase.% ? ?)Select the modifier and press RETURN.3 George bought a present that was too expensive. - -  - - 1     2     3  was too long.=Select the sentence that tells us that the story, not thenewspaper, was too long.EThat's correct. It is more likely that a story would be too long?for a newspaper than for a newspaper itself to be too long.@The first sentence is clear, with the modifier "that was too#long" next to the word "story."DNo. In the second sentence, the modifier "that was too long" isAplaced next to "newspaper." This placement suggests that the.newspaper was too long. This is unTry again.AA ## l1P&2hh@ 5 2 of 3 Ŀ ? A To write clear sentences, you must place modifiers as 9 close as possible to the words they describe. ? ?>Sr" is placed next to "ring." This placement tells us that,the ring, not Angie's finger, is silver.ANo. In the second sentence, the modifier "that is silver" isBplaced next to "finger." This placement suggests that Angie'sfinger is silver.ears a ring that is silver on her finger.  2. 5 Angie wears a ring on her finger that is silver.CSelect the sentence that more clearly tells us that the ring is silver.AThat's correct. In the first sentence, the modifier "that isDsilveh@ 5 1 of 3 Ŀ ? A To write clear sentences, you must place modifiers as 9 close as possible to the words they describe. ? ?>Select the more clearly written sentence and press RETURN.  1. 5 Angie warly written sentence. The most B clearly written sentences in these exercises will have @ the modifiers placed close to the words they modify. ? ? ?AA ## 1 #b2Ha? ; 2. locating MISPLACED MODIFIERS to see how the 9  placement of modifiers can affect the clarity   of a sentence.$ ? ? >  Ten exercises follow in which you will be asked to A identify the most cleto "water." This placement suggests?that the fresh water was very radioactive, not the uranium.Try again. ?Ŀ ? ? ; During the past few minutes, you have practiced ? ) 1. identifying MODIFIERS and d sentence, the modifier "that wasEvery radioactive" is next to "uranium 232." This placement tells=us that the uranium, not the water, was very radioactive.;No. In the first sentence, the modifier "that was veryDradioactive" is placed next r that was very radioactive.  2. 9  The uranium 232 that was very radioactive was dumped in the fresh water.ESelect the sentence that tells us that the uranium, not the fresh water, was very radioactive.CThat's correct. In the secon To write clear sentences, you must place modifiers as 9 close as possible to the words they describe. ? ?>Select the more clearly written sentence and press RETURN.  1. 7  The uranium 232 was dumped in the fresh watet was torn" isDplaced next to "hand." This placement suggests that Jeff's hand5was torn. It is unlikely that his hand was torn.Try again.AA ## 1PE2 h@ / Sample 3 of 3 Ŀ ? A, not thehand, was torn.CThat's correct. In the second sentence, the modifier "that wasEtorn" is placed next to "baseball." This placement tells us that)the baseball, not the hand, was torn.?No. In the first sentence, the modifier "tha ?>Select the more clearly written sentence and press RETURN.  1. 9  Jeff carried the baseball in his hand that was torn.  2. 9  Jeff carried the baseball that was torn in his hand.@Select the sentence that tells us that the baseballlikely.Try again.AA ## u1P-2 oh@ / Sample 2 of 3 Ŀ ? A To write clear sentences, you must place modifiers as 9 close as possible to the words they describe. ? elect the more clearly written sentence and press RETURN.  1. 8  Melissa carried a coat under her arm that was blue.  2. 9  Under her arm, Melissa carried a coat that was blue.BSelect the sentence that tells us that Melissa's coat, not herarm, was blue.CThat's correct. In the second sentence, the modifier "that wasAblue" is placed next to "coat." This placement tells us that*Melissa's coat, not her arm, was blue.?No. In the first sentence, the modifier "that was blue" is= ! ! ' For example, 50 percent means  the same as   50 ' the ratio 50 to 100, or ,   100 ! " or 50 parts out of 100. ! ! ' The abbreviation for percent  i !   4 # or expressed in   fraction form.  5   ! ! PERCENT  Ŀ ! # PERCENT means parts "per ' hundred", or the ratio of any  number to 100. % used to describe a rate or $ make a comparison between  two quantities. ! ! ' A ratio can be written using ! % the word "to"  4 to 5 ! ! % or using a colon  4:5   Introduction to !  Ratio and Percent   ! ! ! Example  2424 percent = 24% = 100 RATIO  Ŀ ! ! ' A RATIO is a pair of numbers $NOCg   !Ŀ ! !    M A T H  % C O M P U T A T I O N    LESSON 19  ns. )ͼ" This placement suggests that Janet did not recognize"the window. This is unlikely.Try again.  )ͻ/ This is the end of the sample lesson.  ) / In the lesson from which this sample - was taken, there are 10 questiorect. The modifier "that she did not recognize" isDplaced next to "car." This placement tells us that Janet didn't8recognize the car. The other sentence is confusing.DNo. The modifier "that she did not recognize" is placed next toC"window.he window that she did not recognize.EOne sentence suggests that a car was looking through a window and,that Janet did not recognize the window.BWhich sentence clearly tells us that it was the car that Janetdidn't recognize?AThat's corclear sentences, you must place modifiers as 9 close as possible to the words they describe. ? ? 1. 5 Looking through the window, Janet saw a car that she did not recognize.  2. 4 Janet saw a car looking through tmisplaced. With the modifier next to the word "arm," theEsentence suggests that Melissa's arm was blue. This is unlikely.Try again.AA ## 12HVh@ 5 3 of 3 Ŀ ? A To write s the symbol %. !  50% = 50 percent. ! !## ## aPbH)cDdfeAJh@  1 of 4 Ŀ ! ' Write the ratio 3 to 8 as a  fraction. ! !%Choose a letter and press RETURN. 8 3 3 a.  38  b.     c.     d. !  3 11 8 e. None of these Ŀ  3  is correct.  8  #To/student/2.11/student//student//student/Try the HINT. 1 20 is the way to write!No. = the ratio as a5 100 fraction not a percent.No. 120% is not correct.Try again.No. The answer is given.Try again.% 5 d.  120%  e. None of these Ŀ 20% is correct. &Since percent means "per hundred",%if the second number of the ratio#is 100, the first number is the percent.%No. 5% is the ratio of 5 to 100.## ## paPbcD dBLeAh@  4 of 4 Ŀ ! ' Write the ratio 20 to 100 as  a percent. ! ! 1  a.  5%  b.  20%   c.  if the denominator is 100, thenumerator is the percent.No. 129% is not correct.Try the HINT. 29No. is not correct. 100 Try again.No. 71% is not correct.Try again.No. The answer is given.Try again. as a percent.  100 ! ! 29 a.  129%  b.  29%   c.  % 100 d.  71%  e. None of these Ŀ 29% is correct. &Since percent means "per hundred",""per hundred".Make the denominator 100.Try again.No. The answer is given.Try again.## ## wtaPbcDdBeAh@  3 of 4 Ŀ !  29 % Writenator 100.100#No. is not correct. Make39 the denominator 100. Try again.!No. Answer c is not correct. Percent means "per hundred".Make the denominator 100.Try again.!No. Answer d is not correct. Percent means 100 39 a.    b.    c.  100 39 1000 39 d.    e.  None of these10 Ŀ  39  is correct.  100 &Percent means "per hundred". Makethe denomi11.11 Try again.No. The answer is given.Try again.## ## davgbHcD)dBeA(h@  2 of 4 Ŀ ! $ Write 39% as a fraction. ! !39 write a ratio as a fraction,make the first number the#numerator and the second numberthe denominator.No. 38 is not correct.Try the HINT.8#No. is the ratio of 8 to 3.3 Try again.3%No. is the ratio of 3 to