ACT Lesson 1 Homework

ACT
Homework

Homework Recommendations

Math Questions
Starting Score Math Questions
1-21 1-13
22-26 5-17
27-36 9-21

Reading Pacing
Starting Score Time Per Passage (Goal)
1-21 No Time Limit
22-27 8 Minutes* (Finishing in time)
28-36 8 Minutes* (Use extra time for review)

*Link to timer

1
ACT Lesson 1 Homework – Math

Directions: Solve each problem and choose the correct answer.

You are permitted to use a calculator. You may use your calculator for any problems you choose, but some of
the problems may best be done without using a calculator.

Note: Unless otherwise stated, all of the following should be assumed.

1. Illustrative figures are not necessarily drawn to scale.
2. Geometric figures lie in a plane.
3.The word line indicates a straight line.
4.The word average indicates arithmetic mean.

1. If x = 4, y = 1, and z = 9x – 8 – 9y, then z = ?

A. –8
B. –5
C. 19
D. 27
E. 35

2
2. Consider the equation n = m – 30. For what
5
value of m is n equal to 50 ?

F. –150
G. –40
H. 90
J. 120
K. 200

3. Which of the following lines has the smallest

slope?

A. y = 2x + 1
B. y = 3x – 5
C. y = x + 2
D. 4y = 2x + 3
E. 2y = 3x

4. A function is defines as m(x) = 6x + 12. What is

of m(5) ?

F. 14
G. 22
H. 28
J. 32
K. 42
ACT Lesson 1 Homework – Math

5. If the equations below are true, what is the

value of b – c ?

5a + 3b – 3c = 24
5a + 2b – 2c = 18

A. 2
B. 3
C. 5
D. 6
E. 8

6. A function F is defined as follows:

For x > 0, F(x) = x3 + x2 – 42x – 29

For x < 0, F(x) = –x3 + x2 + 42x – 29

What is the value of F(–2) ?

F. 101
G. 51
H. 0
J. –51
K. –101

7. In the standard (x, y) coordinate plane, what is

the slope of the line 5x + 9y = 7 ?

A. –5

5
B. –
9
5
C.
7

D. 5

E. 7

8. What is the largest possible product for 2 even

integers whose sum is 38 ?

F. 72
G. 76
H. 136
J. 280
K. 360
ACT Lesson 1 Homework – Math

9. In the standard (x, y) coordinate plane, the

graph of the line 4x – 3y = p passes through the
point (–3, 8). What is the value of p ?

A. –36
B. –24
C. –8
D. 12
E. 41

10. There are 20 chairs in a classroom that are

arranged in a circle. The first student to walk
into the classroom sits in a chair in the circle.
As students come into the classroom, they sit in
every nth chair, counting whether it is occupied
or not, until all seats are full. Which of the
following could be a value of n ?

F. 2
G. 3
H. 4
J. 5
K. 6

11. A bag contains marbles with exactly 1 of 3

marble colors in the bag. The 3 colors are blue,
green, and red. The bag contains 39 marbles.
The bag contains 11 more red marbles than blue
marbles and 4 more green marbles than blue
marble. How many green marbles are in the
bag?

A. 8
B. 10
C. 12
D. 15
E. 19
ACT Lesson 1 Homework – Math

12. Which of the following is an equation of the

line that passes through the points (3, 2) and
(–4, –12) in the standard (x, y) coordinate
plane?

F. x+y=4
G. 2x – y = 4
H. 4x – y = 4
J. 6x – 2y = 8
K. 7x – y = 2

13. If k(x) = x2 – 3x + 1, and l(x) = x – 2, which of

the following gives an expression for k(l(x)) ?

A. k(x) = x2 – 7x + 11
B. k(x) = x2 – 5x – 1
C. k(x) = x2 – 3x + 11
D. k(x) = x2 + x – 1
E. k(x) = x2 + 6x – 2

14. A local grocery store sells potatoes in bags of 8

potatoes and bags of 12 potatoes. At the store,
there are 352 potatoes in a total of 34 bags.
How many bags of 8 potatoes are there?

F. 10
G. 14
H. 16
J. 20
K. 22

15. Which of the following is a solution statement

for the inequality shown below?

–10 < 2 + 4x < 26

A. –6 < x < 26
B. –4 < x
C. –3 < x < 6
D. –3 < x < 7
E. x < –3 or x > 6
ACT Lesson 1 Homework – Math

16. The greatest common factor of 2 whole

numbers is 6. The least common multiple of
these same 2 numbers is 72. What are the two
numbers?

F. 8 and 18
G. 12 and 18
H. 12 and 36
J. 18 and 24
K. 18 and 36

17. Laura and Derek are going to create artwork to

sell at a local farmer’s market. They estimate it
will cost $6 for the paint and $40 to purchase
the easels and other materials they will need.
They decide to sell the artwork for $8 each.
Assume they have no other expenses. Which of
the follow equations represents the profit, P
dollars they will make on a pieces of artwork?

A. P = 38a
B. P = 48a – 6
C. P = 46a – 8
D. P = –8a + 46
E. P = 8a – 46

18. Jason makes a withdrawal for $50. When the

bank receives the request, it accidently adds
$50 to his account instead of subtracting $50,
which causes a discrepancy in his account.
Because of this mistake, Jason’s account shows:

F. $100 less than it should.

G. $50 less than it should.
H. The same as it should.
J. $50 more than it should.
K. $100 more than it should.
ACT ACT Lesson 1 Homework – Math

19. What are all real values of n, if any, such that

any line through the points (6, 2) and (n, 2) will
be horizontal when graphed in the standard
(x, y) coordinate plane?

A. –6
B. 2
C. All real numbers satisfy this condition.
D. All real numbers except 6 satisfy this
condition.
E. No real numbers satisfy this condition.

20. For every negative real value of y, all of the

following statements are true EXCEPT:

F. 5y < 0
G. y –y>0
H. y3 + y2 > 0
J. y2 – y > 0
K. y3 < 0

21. The sum of 2 positive numbers is 138. The

lesser number is 6 more than the square root of
the greater number. What is the value of the
greater number minus the lesser number?

A. 17
B. 63
C. 78
D. 94
E. 104
 ACT Lesson 1 Homework – Reading Passage
READING HOMEWORK

DIRECTIONS: There are two passages in this

homework. Each passage is followed by several
questions. After reading a passage, choose the best
answer to each question and fill in the corresponding
oval on your answer document. You may refer to the
passages as often as necessary.

Passage I
Prose Fiction: The following passage is adapted
from Mrs. Zant and the Ghost, from Little Novels
by Wilkie Collins, © 1887.
Line Playing with her ball, the child ran on to the
southern limit of the Gardens, at that part of it
which still remains nearest to the old Palace of
Kensington. Observing close at hand one of those
5 spacious covered seats, called in England
“alcoves,” Mr. Rayburn was reminded that he had
the morning’s newspaper in his pocket, and that he
might do well to rest and read. At that early hour
the place was solitude.
10 “Go on playing, my dear,” he said, “but take
care to keep where I can see you.”
The lady was not visible from the alcove. “Has
she said anything to you?” Mr. Rayburn inquired.
30 “No.”
“What has she done to frighten you?”
The child put her arms round her father’s neck.
“Whisper, papa,” she said; “I’m afraid of her
hearing us. I think she’s mad.”
35 “Why do you think so, Lucy?
“She came near to me. I thought she was going to
say something. She seemed to be ill.”
“Well? And what then?”

Lucy tossed up her ball, and Lucy’s father
opened his newspaper. He had not been reading
for more than ten minutes when he felt a familiar 40
15 little hand laid on his knee.
“Tired of playing?” he inquired—with his eyes
still on the newspaper.
“I’m frightened, papa.”
45
He looked up directly. The child’s pale face
20 startled him. He took her on his knee and kissed
her.
“She looked at me.”
There, Lucy found herself at a loss for how to
express what she had to say next—and took refuge in
silence.
“Nothing very wonderful, so far,” her father
suggested.
“Yes, papa—but she didn’t seem to see me when
she looked.”
“Well, and what happened then?”

“You oughtn’t to be frightened, Lucy, when I
am with you,” he said, gently. “What is it?” He
looked out of the alcove as he spoke, and saw a
25 little dog among the trees. “Is it the dog?” he
asked.
“It’s not the dog—it’s the lady.”
“The lady was frightened—and that frightened
me. I think,” the child repeated positively, “she’s
50 mad.”
It occurred to Mr. Rayburn that the lady might be
blind. He rose at once to set the doubt at rest. “Wait
here,” he said, “and I’ll come back to you.”

234
 ACT Lesson 1 Homework – Reading Passage

But Lucy clung to him with both hands; Lucy 1.
55 declared that she was afraid to be by herself. They
left the alcove together. The new point of view at
once revealed the stranger, leaning against the trunk
of a tree. She was dressed in the deep mourning of a
widow. The pallor of her face, the glassy stare in her
60 eyes, more than accounted for the child’s terror—it
excused the alarming conclusion at which she had
arrived.
2.
“Go nearer to her,” Lucy whispered.
Which of the following questions was NOT
answered by the information in the passage?
A. What is the relationship between Mr. Rayburn
and Lucy?
B. What was Mr. Rayburn reading?
C. How old is Lucy?
D. What kind of dog does the lady have?
As used in line 34, the word mad most nearly
means:

They advanced a few steps. It was now easy to F. angry.

65 see that the lady was young, and wasted by illness, G. frightened.
but apparently possessed of rare personal attractions H. insane.
in happier days. As the father and daughter J. upset.
advanced a little, she discovered them. After some
hesitation, she left the tree; approached with an 3. It can be inferred from information in the passage
70 evident intention of speaking; and suddenly paused. that English Terriers are usually:
A change to astonishment and fear animated her
vacant eyes. If it had not been plain before, it was A. lethargic.
now beyond all doubt that she was not a poor blind B. indolent.
creature, deserted and helpless. At the same time, C. subdued.
75 the expression of her face was not easy to D. energetic.
understand. She could hardly have looked more
amazed and bewildered, if the two strangers who 4. The passage is mainly about:
were observing her had suddenly vanished from the
place in which they stood. F. a young girl and her father meeting a ghost.
G. a widow in mourning.
80 Mr. Rayburn spoke to her with the utmost H. the death of a young widow.
kindness of voice and manner. “I am afraid you are J. the ghost of a little girl playing with a ball.
not well,” he said. “Is there anything that I can do...”
5. According to the passage, the story takes place in:
The next words were suspended on his lips. It
was impossible to realize such a state of things; but A. a haunted castle.
85 the strange impression that she had already B. an American farm community.
produced on him was now confirmed. If he could C. an English garden.
believe his senses, her face did certainly tell him D. an alcove.
that he was invisible and inaudible to the woman
whom he had just addressed! She moved slowly 6. The primary emotion felt by Mr. Rayburn when
90 away with a heavy sigh, like a person disappointed Lucy interrupts his reading can best be described as:
and distressed. Following her with his eyes, he saw
the dog once more—a little smooth-coated terrier of F. exasperated.
the ordinary English breed. The dog showed none of G. protective.
the restless activity of his race. With his head down H. impatient.
95 and his tail depressed, he crouched like a creature J. disappointed.
paralyzed by fear. His mistress roused him by a call.
He followed her listlessly as she turned away.

235
ACT Lesson 1 Homework – Reading Passage

7. It can be inferred from information in the

passage that the dog is:

A. a ghost.
B. hungry.
C. a figment of Mr. Rayburn’s imagination.
D. Lucy’s pet.

8. Which of the following would be most likely to

follow the passage?

F. A detailed description of English castles

G. A discussion of encounters with ghosts
through the ages
H. A comparison of various breeds of dogs
J. A description of Mr. Rayburn’s attempts to
find out who the lady is

9. It can be reasonably inferred from the passage

that Mr. Rayburn and Lucy:

A. are experienced ghost hunters.

B. were planning to meet the lady and her
dog.
C. do not yet realize that they are dealing with
a ghost.
D. have had previous dealings with
supernatural phenomena.

10. In terms of the entire novel from which the

passage is excerpted, this passage is most
probably:

F. the conclusion of a detective story.

G. the set of clues that will solve the mystery.
H. the background description that helps the
reader understand the action.
J. the introduction to the tale.

235
 ACT
Passage II
HUMANITIES: Artists of the Harlem Renaissance
Line The Harlem Renaissance was an African
American cultural movement of the 1920s and
early 1930s that was centered in the Harlem
neighborhood of New York City, though its
5 adherents could be found across the United States
and frequently studied in Europe. Variously
known as the New Negro movement, the New
Negro Renaissance, and the Negro Renaissance,
the movement emerged toward the end of World
10 War I in 1918, blossomed in the mid- to late
1920s, and then faded in the mid-1930s with the
rise of the Depression.
The Harlem Renaissance marked the first time
that mainstream publishers and critics took
15 African American literature seriously, and that
African American literature and arts attracted
significant attention from the nation at large.
Although primarily a literary movement, it was
closely related to developments in African
20 American music, theater, art, and politics. The
Harlem Renaissance provided a stage for the
performance of issues of race and culture deeply
personal to the African American community.
These performances could be directed inward to
25 the African American community itself, or
outward to the majority White population. They
could be celebrations of identity or protests of
cruelty and discrimination.
Fluidity was a profound asset of the Harlem
30 Renaissance and was experienced over and over
in myriad ways. One significant aspect of the
movement was the way it allowed artists to
transition in and out of it. In short, the movement
was fluid enough to encompass strict
35 practitioners as well as those who inhabited it
only for moments of inspiration. It also provided
a place for African Americans to explore both
their European and African cultural heritage,
even bringing them together in striking,
40 sometimes not entirely successful, marriages of
diverse traditions.
One of the artists most influenced by this
29
Lesson 1 Homework – Reading Passage
movement was author Countee Cullen. Having
received a masters degree in English and French
45 from Harvard University, Cullen was an early
success of the Harlem Renaissance and was one of
the first African American writers to cross over into
mainstream White awareness, while being an
educated Black poet. His success is even more
50 remarkable in that it occurred in a time when “Black
poet” was considered a contradiction in terms.
Cullen’s literary preferences led him to address
Black issues in a White framework. Though his
poetry explored the plight of African Americans,
55 Cullen worked almost exclusively in traditional,
European literary structures, including sonnets and
ballads. Indeed, his writing style was heavily
influenced by English Romantic poets such as Keats
and Shelley, even while his content was based in the
60 African American experience and frequently
addressed contemporary social problems. The
results were sometimes socially and critically
controversial. Cullen’s collection, The Black Christ
\
and Other Poems, caused some literary critics to be
65 offended by the way he co-opted religious imagery
for secular purposes. Others argued that Cullen’s
insistence on traditional style bogged down a work
that should have soared with thematic resonance.
Regardless, Cullen’s writing remains influential
70 as an example of the artistic and cultural explosion
prevalent at the beginning of the 20th century. Its
mindfulness and comprehension of difference even
when inhabiting a traditional space, is one essential
part of the Harlem Renaissance. While he was later
75 eclipsed by other Harlem Renaissance authors such
as Langston Hughes and Zora Neale Hurston,
Cullen’s work must stand at the heart of the
movement.
Archibald Motley, Jr. was another African
80 American man of the early 20th century who
occupied two not entirely separate artistic spaces.
As an insightful painter of the Harlem Renaissance,
he lovingly detailed novel images of African
American identity. At the same time, as the scion of
85 a wealthy family, he partook of the classical fine-art
tradition he studied at the Art Institute of Chicago.
These two identities would both find expression in
his subsequent work, though, somewhat similar to
 ACT
Countee Cullen, he himself primarily favored
90 Europe.
The influence of European art on Motley’s
productions stemmed both from his early training in
Chicago and from his study in Paris on a
11Guggenheim Fellowship. In Paris, he immersed
95 himself deeply in the European portraits of the
Louvre, being especially impressed by the works of
Rembrandt. He embraced this metier so fully that
his portraits have at times been described as Dutch
paintings that happen to have Black subjects.
100 Nevertheless, despite their European style,
Motley's subjects were not only Black, they were
strongly tied to the experience of being Black in
America. For example, his paintings sought to
capture the subtlety of gradations in skin tone,
particularly among women of mixed-race descent.
105 This work undermined the traditional view of a
fixed, monolithic Blackness, as his figures—which
traditional views would lump together under the
generic heading “Black”—ran the gamut. His crowd
scenes also challenged other traditional views of
110 Blackness: they depicted African American people
in an energetic, urban environment, a sharp contrast
with the traditional rural scenes to which African
Americans were often relegated. In this, Motley,
like Cullen, powerfully shaped the artistic
115 expectations embodied in the Harlem Renaissance.
Lesson 1 Homework – Reading Passage
11. It can reasonably be inferred that the primary
purpose of this passage is to:
A. place the Harlem Renaissance in its proper
historical context.
B. condemn mainstream American culture for its
lack of appreciation for 20th-century African
American artists.
C. describe the importance of Countee Cullen as
an African American author.
D. introduce readers to one powerful aspect of the
Harlem Renaissance, using two representative
artists as examples.
12. Countee Cullen is presented by the author as being:
F. the first successful African American author.
G. an educated Black poet who favored European
forms and African American content.
H. a disgruntled Black author.
J. an African American writer who isolated
himself from the struggles of his peers.
13. Which of the following best describes the way the
third paragraph (lines 29-41) functions in relation to
the passage as a whole?
A. It describes one aspect of the Harlem
Renaissance that will be represented in two
specific examples.
B. It provides an overview of the artistic and
cultural scope of the Harlem Renaissance.
C. It shows the limitations of the Harlem
Renaissance as a purely African American
movement.
D. It disparages the Harlem Renaissance for its
inclusion of European culture.
ACT Lesson 1 Homework – Reading Passage

14. It can be reasonably inferred from the fifth 18. The author ties the Harlem Renaissance to
paragraph (lines 52-68) that one of the biggest developments in all of the following areas
potential stumbling blocks to Cullen’s success EXCEPT:
was:
F. immigration.
F. a critical backlash against the poetry of G. literature.
Keats and Shelley. H. music.
G. some critics’ acceptance of including J. politics.
traditional religious ideology in
contemporary poetry.
H. critical resistance to a Harvard-educated 19. The author of the passage describes the Harlem
Black poet. Renaissance movement as:
J. the unwillingness of some critics to see
traditional imagery combined with I. primarily a literary movement.
contemporary social problems. II. harmful to the African American culture.
III. bringing together diverse cultural
traditions.
15. Based on the author’s discussion of Cullen’s
influence, it can be reasonably inferred that the A. I only
author’s attitude toward Cullen’s writing is one B. II only
of: C. I and III only
D. I, II, and III
A. sympathy.
B. disdain.
C. approval. 20. It can be reasonably inferred from the passage that
D. nostalgia. Motley’s education at the Art Institute of Chicago
focused on which of the following areas?

F. The works of the Harlem Renaissance

16. As it is used in line 108, the phrase “ran the G. The African American artistic tradition
gamut” most nearly means: H. The European artistic tradition
J. The works of French Impressionists
F. extended across the entire range.
G. included more traditional views.
H. behaved in an extreme manner.
J. expressed subtlety in art.

17. According to the passage, Archibald Motley’s

paintings are significant because they:
A. support the traditional aspect of European
artists, while undermining the importance
of the Harlem Renaissance movement.
B. challenge mainstream views of African
Americans while remaining within
mainstream artistic tradition.
C. prove that African Americans can paint
successfully in a European style.
D. provide an example to other artists about
the importance of formal artistic training.

235
ACT Lesson 1 Homework Answers

Math Answers Reading Answers

1) C 1) C
2) K 2) H
3) D 3) D
4) K 4) F
5) D 5) C
6) K 6) G
7) B 7) A
8) K 8) J
9) A 9) C
10) G 10) J
11) C 11) D
12) G 12) G
13) A 13) A
14) G 14) J
15) C 15) C
16) J 16) F
17) E 17) B
18) K 18) F
19) D 19) C
20) H 20) H
21) E

274