ATI TEAS Secrets Study Guide PDF

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This book, or parts thereof, may not be reproduced, stored in a retrieval system, or transmitted in any form or by any means—electronic, mechanical, photocopy, recording, scanning, or other—except for brief quotations in critical reviews or articles, without the prior written permission of the publisher. Written and edited by the TEAS Exam Secrets Test Prep Staff Printed in the United States of America This paper meets the requirements of ANSI/NISO Z39.48-1992 (Permanence of Paper). Mometrix offers volume discount pricing to institutions. For more information or a price quote, please contact our sales department at [email protected] or 888-248-1219. ATI TEAS® is a registered trademark of the Assessment Technologies Institute ®, which was not involved in the production of, and does not endorse, this product. ISBN 13: 978-1-5167-0383-8 ISBN 10: 1-5167-0383-9 Dear Future TEAS Exam Success Story: Congratulations on your purchase of our study guide. Our goal in writing our study guide was to cover the content on the test, as well as provide insight into typical test taking mistakes and how to overcome them. Standardized tests are a key component of being successful, which only increases the importance of doing well in the high-pressure high-stakes environment of test day. How well you do on this test will have a significant impact on your future, and we have the research and practical advice to help you execute on test day. The product you’re reading now is designed to exploit weaknesses in the test itself, and help you avoid the most common errors test takers frequently make. How to use this study guide We don’t want to waste your time. Our study guide is fast-paced and fluff-free. We suggest going through it a number of times, as repetition is an important part of learning new information and concepts. First, read through the study guide completely to get a feel for the content and organization. Read the general success strategies first, and then proceed to the content sections. Each tip has been carefully selected for its effectiveness. Second, read through the study guide again, and take notes in the margins and highlight those sections where you may have a particular weakness. Finally, bring the manual with you on test day and study it before the exam begins. Your success is our success We would be delighted to hear about your success. Send us an email and tell us your story. Thanks for your business and we wish you continued success. Sincerely, Mometrix Test Preparation Team Need more help? Check out our flashcards at: http://MometrixFlashcards.com/TEAS ATI TEAS Secrets i ii ATI TEAS Secrets TABLE OF CONTENTS Introduction............................................................................................................................................................................... 1 Reading........................................................................................................................................................................................ 2 Key Ideas and Details........................................................................................................................................................ 2 Craft and Structure............................................................................................................................................................ 7 Integration of Knowledge and Ideas........................................................................................................................ 15 Mathematics............................................................................................................................................................................ 21 Numbers and Operations.............................................................................................................................................. 21 Data Interpretation.......................................................................................................................................................... 49 Measurement..................................................................................................................................................................... 57 Science........................................................................................................................................................................................ 69 Human Anatomy and Physiology............................................................................................................................... 69 Life and Physical Sciences.......................................................................................................................................... 102 Scientific Reasoning..................................................................................................................................................... 122 English and Language Usage.......................................................................................................................................... 128 Conventions of Standard English............................................................................................................................ 128 Punctuation...................................................................................................................................................................... 143 Improving Sentences................................................................................................................................................... 149 Improving Paragraphs................................................................................................................................................ 164 Vocabulary....................................................................................................................................................................... 169 Comprehensive Practice Tests...................................................................................................................................... 175 ATI TEAS Practice Test #1.............................................................................................................................................. 176 Section 1. Reading......................................................................................................................................................... 177 Section 2. Mathematics............................................................................................................................................... 195 Section 3. Science.......................................................................................................................................................... 204 Section 4. English and Language Usage................................................................................................................ 215 Test #1 Answer Explanations........................................................................................................................................ 221 Reading.............................................................................................................................................................................. 221 Mathematics.................................................................................................................................................................... 225 Science............................................................................................................................................................................... 229 English and Language Usage.................................................................................................................................... 234 ATI TEAS Practice Test #2.............................................................................................................................................. 238 Section 1. Reading......................................................................................................................................................... 239 Section 2. Mathematics............................................................................................................................................... 256 Section 3. Science.......................................................................................................................................................... 265 Section 4. English and Language Usage................................................................................................................ 275 Test #2 Answer Explanations........................................................................................................................................ 281 Reading.............................................................................................................................................................................. 281 Mathematics.................................................................................................................................................................... 287 Science............................................................................................................................................................................... 291 English and Language Usage.................................................................................................................................... 297 ATI TEAS Practice Test #3.............................................................................................................................................. 301 Section 1. Reading......................................................................................................................................................... 302 Section 2. Mathematics............................................................................................................................................... 319 Section 3. Science.......................................................................................................................................................... 329 Section 4. English and Language Usage................................................................................................................ 338 Test #3 Answer Explanations........................................................................................................................................ 344 Reading.............................................................................................................................................................................. 344 Mathematics.................................................................................................................................................................... 350 Science............................................................................................................................................................................... 355 English and Language Usage.................................................................................................................................... 359 ATI TEAS Secrets iii Top 20 Test Taking Tips.................................................................................................................................................. 364 Secret Key #1 – Time is Your Greatest Enemy....................................................................................................... 365 Secret Key #2 – Guessing is not Guesswork............................................................................................................ 366 Secret Key #3 – Practice Smarter, Not Harder....................................................................................................... 368 Secret Key #4 – Prepare, Don’t Procrastinate........................................................................................................ 369 Secret Key #5 – Test Yourself........................................................................................................................................ 370 General Strategies.............................................................................................................................................................. 371 Additional Bonus Material.............................................................................................................................................. 377 iv ATI TEAS Secrets Introduction Thank you for your purchase of ATI TEAS ® Secrets by Mometrix Test Preparation. This study manual includes comprehensive review sections on each of the four TEAS test sections: Reading, Mathematics, Science, and English and Language Usage. Following those review sections are three complete TEAS practice tests. Each practice test is followed by detailed answer explanations. The TEAS is an important test, so it is essential that you adequately prepare for your test day. Be sure to set aside enough study time to be able to take each of the practice tests using only the amount of time that is specified. You are encouraged to minimize your external distractions in order to make the practice test conditions as similar to the real test conditions as possible. Below is a breakdown of the four sections on the exam, including the subcategories, how many questions are in each section, and how much time will be allotted for you to complete that section. Each section of the test contains more questions for you to answer than will actually be scored. Those extra questions are being evaluated for future use. Number of Time Number of Percent of Scored Test Content Areas Allowed Test Items Test Items Items Reading 64 min 53 31% 47 Key Ideas and Details 22 Craft and Structure 14 Integration of 11 Knowledge and Ideas Mathematics 54 min 36 21% 32 Number and Algebra 23 Measurement and 9 Data Science 63 min 53 31% 47 Human Anatomy and 32 Physiology Life and Physical 8 Sciences Scientific Reasoning 7 English and 28 min 28 17% 24 Language Usage Conventions of 9 Standard English Knowledge of 9 Language Vocabulary 6 Acquisition Total 209 min 170 150 ATI TEAS Secrets 1 Reading Key Ide as a nd De t a ils Summarizing a Complex Text Summarize A helpful tool is the ability to summarize the information that you have read in a paragraph or passage format. This process is similar to creating an effective outline. First, a summary should accurately define the main idea of the passage though the summary does not need to explain this main idea in exhaustive detail. The summary should continue by laying out the most important supporting details or arguments from the passage. All of the significant supporting details should be included, and none of the details included should be irrelevant or insignificant. Also, the summary should accurately report all of these details. Too often, the desire for brevity in a summary leads to the sacrifice of clarity or accuracy. Summaries are often difficult to read because they omit all of the graceful language, digressions, and asides that distinguish great writing. However, an effective summary should contain much the same message as the original text. Paraphrase Paraphrasing is another method that the reader can use to aid in comprehension. When paraphrasing, one puts what they have read into their words by rephrasing what the author has written, or one “translates” all of what the author shared into their words by including as many details as they can. Identifying the Logical Conclusion Identifying a logical conclusion can help you determine whether you agree with the writer or not. Coming to this conclusion is much like making an inference: the approach requires you to combine the information given by the text with what you already know in order to make a logical conclusion. If the author intended the reader to draw a certain conclusion, then you can expect the author’s argumentation and detail to be leading in that direction. One way to approach the task of drawing conclusions is to make brief notes of all the points made by the author. When the notes are arranged on paper, they may clarify the logical conclusion. Another way to approach conclusions is to consider whether the reasoning of the author raises any pertinent questions. Sometimes you will be able to draw several conclusions from a passage. On occasion these will be conclusions that were never imagined by the author. Therefore, be aware that these conclusions must be supported directly by the text. Directly Stated Information A reader should always be drawing conclusions from the text. Sometimes conclusions are implied from written information, and other times the information is stated directly within the passage. One should always aim to draw conclusions from information stated within a passage, rather than to draw them from mere implications. At times an author may provide some information and then describe a counterargument. Readers should be alert for direct statements that are subsequently rejected or weakened by the author. Furthermore, you should always read through the entire passage before drawing conclusions. Many readers are trained to expect the author’s conclusions at either the beginning or the end of the passage, but many texts do not adhere to this format. 2 ATI TEAS Secrets Reading Inferences Readers are often required to understand a text that claims and suggests ideas without stating them directly. An inference is a piece of information that is implied but not written outright by the author. For instance, consider the following sentence: After the final out of the inning, the fans were filled with joy and rushed the field. From this sentence, a reader can infer that the fans were watching a baseball game and their team won the game. Readers should take great care to avoid using information beyond the provided passage before making inferences. As you practice with drawing inferences, you will find that they require concentration and attention.  Review Video: Inference Visit mometrix.com/academy and enter Code: 379203 Test-taking tip: While being tested on your ability to make correct inferences, you must look for contextual clues. An answer can be true but not correct. The contextual clues will help you find the answer that is the best answer out of the given choices. Be careful in your reading to understand the context in which a phrase is stated. When asked for the implied meaning of a statement made in the passage, you should immediately locate the statement and read the context in which the statement was made. Also, look for an answer choice that has a similar phrase to the statement in question. Implications Drawing conclusions from information implied within a passage requires confidence on the part of the reader. Implications are things that the author does not state directly, but readers can assume based on what the author does say. Consider the following passage: I stepped outside and opened my umbrella. By the time I got to work, the cuffs of my pants were soaked. The author never states that it is raining, but this fact is clearly implied. Conclusions based on implication must be well supported by the text. In order to draw a solid conclusion, readers should have multiple pieces of evidence. If readers have only one piece, they must be assured that there is no other possible explanation than their conclusion. A good reader will be able to draw many conclusions from information implied by the text which will be a great help in the exam. Topics, Main Ideas, and Supporting Details Topics and Main Ideas One of the most important skills in reading comprehension is the identification of topics and main ideas. There is a subtle difference between these two features. The topic is the subject of a text (i.e., what the text is all about). The main idea, on the other hand, is the most important point being made by the author. The topic is usually expressed in a few words at the most while the main idea often needs a full sentence to be completely defined. As an example, a short passage might have the topic of penguins and the main idea could be written as Penguins are different from other birds in many ways. In most nonfiction writing, the topic and the main idea will be stated directly and often appear in a sentence at the very beginning or end of the text. When being tested on an understanding of the author's topic, you may be able to skim the passage for the general idea, by reading only the first sentence of each paragraph. A body paragraph’s first sentence is often—but not always—the main topic sentence which gives you a summary of the content in the paragraph. ATI TEAS Secrets 3 Reading However, there are cases in which the reader must figure out an unstated topic or main idea. In these instances, you must read every sentence of the text and try to come up with an overarching idea that is supported by each of those sentences.  Review Video: Topics and Main Ideas Visit mometrix.com/academy and enter Code: 407801 Supporting Details Supporting details provide evidence and backing for the main point. In order to show that a main idea is correct, or valid, authors add details that prove their point. All texts contain details, but they are only classified as supporting details when they serve to reinforce some larger point. Supporting details are most commonly found in informative and persuasive texts. In some cases, they will be clearly indicated with terms like for example or for instance, or they will be enumerated with terms like first, second, and last. However, you need to be prepared for texts that do not contain those indicators. As a reader, you should consider whether the author’s supporting details really back up his or her main point. Supporting details can be factual and correct, yet they may not be relevant to the author’s point. Conversely, supporting details can seem pertinent, but they can be ineffective because they are based on opinion or assertions that cannot be proven.  Review Video: Supporting Details Visit mometrix.com/academy and enter Code: 396297 Topic and Summary Sentences Topic and summary sentences are a convenient way to encapsulate the main idea of a text. In some textbooks and academic articles, the author will place a topic or summary sentence at the beginning of each section as a means of preparing the reader for what is to come. Research suggests that the brain is more receptive to new information when it has been prepared by the presentation of the main idea or some key words. The phenomenon is somewhat akin to the primer coat of paint that allows subsequent coats of paint to absorb more easily. A good topic sentence will be clear and not contain any jargon. When topic or summary sentences are not provided, good readers can jot down their own so that they can find their place in a text and refresh their memory. Following Directions Technical passages often require the reader to follow a set of directions. For many people, especially those who are tactile or visual learners, this can be a difficult process. It is important to approach a set of directions differently than other texts. First, it is a good idea to scan the directions to determine whether special equipment or preparations are needed. Sometimes in a recipe, for instance, the author fails to mention that the oven should be preheated first, and then halfway through the process, the cook is supposed to be baking. After briefly reading the directions, the reader should return to the first step. When following directions, it is appropriate to complete each step before moving on to the next. If this is not possible, it is useful at least to visualize each step before reading the next. Information from Printed Communication Memo A memo (short for memorandum) is a common form of written communication. There is a standard format for these documents. It is typical for there to be a heading at the top indicating the author, date, and recipient. In some cases, this heading will also include the author’s title and the name of his or her institution. Below this information will be the body of the memo. These documents are 4 ATI TEAS Secrets Reading typically written by and for members of the same organization. They usually contain a plan of action, a request for information on a specific topic, or a response to such a request. Memos are considered to be official documents, and so are usually written in a formal style. Many memos are organized with numbers or bullet points, which make it easier for the reader to identify key ideas. Posted Announcement People post announcements for all sorts of occasions. Many people are familiar with notices for lost pets, yard sales, and landscaping services. In order to be effective, these announcements need to contain all of the information the reader requires to act on the message. For instance, a lost pet announcement needs to include a good description of the animal and a contact number for the owner. A yard sale notice should include the address, date, and hours of the sale, as well as a brief description of the products that will be available there. When composing an announcement, it is important to consider the perspective of the audience—what will they need to know in order to respond to the message? Although a posted announcement can have color and decoration to attract the eye of the passerby, it must also convey the necessary information clearly. Classified Advertisement Classified advertisements, or ads, are used to sell or buy goods, to attract business, to make romantic connections, and to do countless other things. They are an inexpensive, and sometimes free, way to make a brief pitch. Classified ads used to be found only in newspapers or special advertising circulars, but there are now online listings as well. The style of these ads has remained basically the same. An ad usually begins with a word or phrase indicating what is being sold or sought. Then, the listing will give a brief description of the product or service. Because space is limited and costly in newspapers, classified ads there will often contain abbreviations for common attributes. For instance, two common abbreviations are bk for black, and obo for or best offer. Classified ads will then usually conclude by listing the price (or the amount the seeker is willing to pay), followed by contact information like a telephone number or email address. Scale Readings of Standard Measurement Instruments The scales used on standard measurement instruments are fairly easy to read with a little practice. Take the ruler as an example. A typical ruler has different units along each long edge. One side measures inches, and the other measures centimeters. The units are specified close to the zero reading for the ruler. Note that the ruler does not begin measuring from its outermost edge. The zero reading is a black line a tiny distance inside of the edge. On the inches side, each inch is indicated with a long black line and a number. Each half-inch is noted with a slightly shorter line. Quarter-inches are noted with still shorter lines, eighth-inches are noted with even shorter lines, and sixteenth-inches are noted with the shortest lines of all. On the centimeter side, the second- largest black lines indicate half-centimeters, and the smaller lines indicate tenths of centimeters, otherwise known as millimeters. Legend or Key of a Map Almost all maps contain a key, or legend, that defines the symbols used on the map for various landmarks. This key is usually placed in a corner of the map. It should contain listings for all of the important symbols on the map. Of course, these symbols will vary depending on the nature of the map. A road map uses different colored lines to indicate roads, highways, and interstates. A legend might also show different dots and squares that are used to indicate towns of various sizes. The legend may contain information about the map’s scale, though this may be elsewhere on the map. Many legends will contain special symbols, such as a picnic table indicating a campground. ATI TEAS Secrets 5 Reading Events in a Sequence Readers must be able to identify a text’s sequence, or the order in which things happen. Often, when the sequence is very important to the author, the text is indicated with signal words like first, then, next, and last. However, a sequence can be merely implied and must be noted by the reader. Consider the sentence He walked through the garden and gave water and fertilizer to the plants. Clearly, the man did not walk through the garden before he collected water and fertilizer for the plants. So, the implied sequence is that he first collected water, then he collected fertilizer, next he walked through the garden, and last he gave water or fertilizer as necessary to the plants. Texts do not always proceed in an orderly sequence from first to last. Sometimes they begin at the end and start over at the beginning. As a reader, you can enhance your understanding of the passage by taking brief notes to clarify the sequence.  Review Video: Sequence Visit mometrix.com/academy and enter Code: 489027 6 ATI TEAS Secrets Reading Cra f t a nd S truct ure Fact and Opinion Readers must always be conscious of the distinction between fact and opinion. A fact can be subjected to analysis and can be either proved or disproved. An opinion, on the other hand, is the author’s personal thoughts or feelings which may not be alterable by research or evidence. If the author writes that the distance from New York to Boston is about two hundred miles, then he or she is stating a fact. If an author writes that New York is too crowded, then he or she is giving an opinion because there is no objective standard for overpopulation. An opinion may be indicated by words like believe, think, or feel. Readers must be aware that an opinion may be supported by facts. For instance, the author might give the population density of New York as a reason for an overcrowded population. An opinion supported by fact tends to be more convincing. On the other hand, when authors support their opinions with other opinions, readers should not be persuaded by the argument to any degree.  Review Video: Fact or Opinion Visit mometrix.com/academy and enter Code: 870899 Biases and Stereotypes Every author has a point-of-view, but authors demonstrate a bias when they ignore reasonable counterarguments or distort opposing viewpoints. A bias is evident whenever the author is unfair or inaccurate in his or her presentation. Bias may be intentional or unintentional, and readers should be skeptical of the author’s argument. Remember that a biased author may still be correct; however, the author will be correct in spite of his or her bias, not because of the bias. A stereotype is like a bias, yet a stereotype is applied specifically to a group or place. Stereotyping is considered to be particularly abhorrent because the practice promotes negative generalizations about people. Readers should be very cautious of authors who stereotype in their writing. These faulty assumptions typically reveal the author’s ignorance and lack of curiosity.  Review Video: Bias Visit mometrix.com/academy and enter Code: 456336 Structure of Texts Problem-Solution Text Structure Some nonfiction texts are organized to present a problem followed by a solution. For this type of text, the problem is often explained before the solution is offered. In some cases, as when the problem is well known, the solution may be introduced briefly at the beginning. Other passages may focus on the solution, and the problem will be referenced only occasionally. Some texts will outline multiple solutions to a problem, leaving readers to choose among them. If the author has an interest or an allegiance to one solution, he or she may fail to mention or describe accurately some of the other solutions. Readers should be careful of the author’s agenda when reading a problem- solution text. Only by understanding the author’s perspective and interests can one develop a proper judgment of the proposed solution. Descriptive Text In a sense, almost all writing is descriptive, insofar as an author seeks to describe events, ideas, or people to the reader. Some texts, however, are primarily concerned with description. A descriptive ATI TEAS Secrets 7 Reading text focuses on a particular subject and attempts to depict the subject in a way that will be clear to readers. Descriptive texts contain many adjectives and adverbs (i.e., words that give shades of meaning and create a more detailed mental picture for the reader). A descriptive text fails when it is unclear to the reader. A descriptive text will certainly be informative, and the passage may be persuasive and entertaining as well.  Review Video: Descriptive Text Visit mometrix.com/academy and enter Code: 174903 Comparison and Contrast Authors will use different stylistic and writing devices to make their meaning clear for readers. One of those devices is comparison and contrast. As mentioned previously, when an author describes the ways in which two things are alike, he or she is comparing them. When the author describes the ways in which two things are different, he or she is contrasting them. The “compare and contrast” essay is one of the most common forms in nonfiction. These passages are often signaled with certain words: a comparison may have indicating terms such as both, same, like, too, and as well; while a contrast may have terms like but, however, on the other hand, instead, and yet. Of course, comparisons and contrasts may be implicit without using any such signaling language. A single sentence may both compare and contrast. Consider the sentence Brian and Sheila love ice cream, but Brian prefers vanilla and Sheila prefers strawberry. In one sentence, the author has described both a similarity (love of ice cream) and a difference (favorite flavor).  Review Video: Compare and Contrast Visit mometrix.com/academy and enter Code: 798319 Cause and Effect One of the most common text structures is cause and effect. A cause is an act or event that makes something happen, and an effect is the thing that happens as a result of the cause. A cause-and- effect relationship is not always explicit, but there are some terms in English that signal causes, such as since, because, and due to. Furthermore, terms that signal effects include consequently, therefore, this lead(s) to. As an example, consider this sentence: Because the sky was clear, Ron did not bring an umbrella. The cause is the clear sky, and the effect is that Ron did not bring an umbrella. However, readers may find that sometimes the cause-and-effect relationship will not be clearly noted. For instance, the sentence He was late and missed the meeting does not contain any signaling words, but the sentence still contains a cause (he was late) and an effect (he missed the meeting).  Review Video: Rhetorical Strategy of Cause and Effect Analysis Visit mometrix.com/academy and enter Code: 725944 Types of Passages Narrative Passage A narrative passage is a story that can be fiction or nonfiction. However, there are a few elements that a text must have in order to be classified as a narrative. First, the text must have a plot (i.e., a series of events). Narratives often proceed in a clear sequence, but this is not a requirement. If the narrative is good, then these events will be interesting to readers. Second, a narrative has characters. These characters could be people, animals, or even inanimate objects—so long as they participate in the plot. Third, a narrative passage often contains figurative language which is meant to stimulate the imagination of readers by making comparisons and observations. For instance, a metaphor, a common piece of figurative language, is a description of one thing in terms of another. 8 ATI TEAS Secrets Reading The moon was a frosty snowball is an example of a metaphor. In the literal sense this is obviously untrue, but the comparison suggests a certain mood for the reader. Expository Passage An expository passage aims to inform and enlighten readers. The passage is nonfiction and usually centers around a simple, easily defined topic. Since the goal of exposition is to teach, such a passage should be as clear as possible. Often, an expository passage contains helpful organizing words, like first, next, for example, and therefore. These words keep the reader oriented in the text. Although expository passages do not need to feature colorful language and artful writing, they are often more effective with these features. For a reader, the challenge of expository passages is to maintain steady attention. Expository passages are not always about subjects that will naturally interest a reader, so the writer is often more concerned with clarity and comprehensibility than with engaging the reader. By reading actively, you will ensure a good habit of focus when reading an expository passage. Technical Passage A technical passage is written to describe a complex object or process. Technical writing is common in medical and technological fields, in which complex ideas of mathematics, science, and engineering need to be explained simply and clearly. To ease comprehension, a technical passage usually proceeds in a very logical order. Technical passages often have clear headings and subheadings, which are used to keep the reader oriented in the text. Additionally, you will find that these passages divide sections up with numbers or letters. Many technical passages look more like an outline than a piece of prose. The amount of jargon or difficult vocabulary will vary in a technical passage depending on the intended audience. As much as possible, technical passages try to avoid language that the reader will have to research in order to understand the message, yet readers will find that jargon cannot always be avoided. Persuasive Passage A persuasive passage is meant to change the mind of readers and lead them into agreement with the author. The persuasive intent may be very obvious or quite difficult to discern. In some cases, a persuasive passage will be indistinguishable from one that is informative. Both passages make an assertion and offer supporting details. However, a persuasive passage is more likely to appeal to the reader’s emotions and to make claims based on opinion. Persuasive passages may not describe alternate positions, but when they do, they often display significant bias. Readers may find that a persuasive passage is giving the author’s viewpoint, or the passage may adopt a seemingly objective tone. A persuasive passage is successful if it can make a convincing argument and win the trust of the reader. Word Meaning from Context One of the benefits of reading is the expansion of one’s vocabulary. In order to obtain this benefit, however, one needs to know how to identify the definition of a word from its context. This means defining a word based on the words around it and the way it is used in a sentence. Consider the following sentence: The elderly scholar spent his evenings hunched over arcane texts that few other people even knew existed. The adjective arcane is uncommon, but you can obtain significant information about it based on its use in the sentence. The fact that few other people know of their existence allows you to assume that “arcane texts” must be rare and be of interest to a few people. Also, the texts are being read by an elderly scholar. So, you can assume that they focus on difficult academic subjects. Sometimes, words can be defined by what they are not. Consider the following sentence: Ron’s fealty to his parents was not shared by Karen, who disobeyed their every command. ATI TEAS Secrets 9 Reading Someone who disobeys is not demonstrating fealty. So, you can infer that the word means something like obedience or respect. Figurative Language There are many types of language devices that authors use to convey their meaning in a descriptive way. Understanding these concepts will help you understand what you read. These types of devices are called figurative language – language that goes beyond the literal meaning of a word or phrase. Descriptive language that evokes imagery in the reader’s mind is one type of figurative language. Exaggeration is another type of figurative language. Also, when you compare two things, you are using figurative language. Similes and metaphors are ways of comparing things, and both are types of figurative language commonly found in poetry. An example of figurative language (a simile in this case): The child howled like a coyote when her mother told her to pick up the toys. In this example, the child’s howling is compared to that of a coyote and helps the reader understand the sound being made by the child. Metaphor A metaphor is a type of figurative language in which the writer equates one thing with a different thing. For instance: The bird was an arrow arcing through the sky. In this sentence, the arrow is serving as a metaphor for the bird. The point of a metaphor is to encourage the reader to consider the item being described in a different way. Let’s continue with this metaphor for a bird: you are asked to envision the bird’s flight as being similar to the arc of an arrow. So, you imagine the flight to be swift and bending. Metaphors are a way for the author to describe an item without being direct and obvious. This literary device is a lyrical and suggestive way of providing information. Note that the reference for a metaphor will not always be mentioned explicitly by the author. Consider the following description of a forest in winter: Swaying skeletons reached for the sky and groaned as the wind blew through them. In this example, the author is using skeletons as a metaphor for leafless trees. This metaphor creates a spooky tone while inspiring the reader’s imagination.  Review Video: Metaphor Visit mometrix.com/academy and enter Code: 133295 Simile A simile is a figurative expression that is similar to a metaphor, yet the expression requires the use of the distancing words like or as. Some examples: The sun was like an orange, eager as a beaver, and nimble as a mountain goat. Because a simile includes like or as, the device creates a space between the description and the thing being described. If an author says that a house was like a shoebox, then the tone is different than the author saying that the house was a shoebox. In a simile, authors explicitly indicate that the description is not the same thing as the thing being described. In a metaphor, there is no such distinction. The decision of which device to use will be made based on the authors’ intended tone.  Review Video: Simile Visit mometrix.com/academy and enter Code: 642949 Personification Another type of figurative language is personification. This is the description of a nonhuman thing as if the item were human. Literally, the word means the process of making something into a person. The general intent of personification is to describe things in a manner that will be comprehensible to readers. When an author states that a tree groans in the wind, he or she does not mean that the tree is emitting a low, pained sound from a mouth. Instead, the author means that the tree is making a noise similar to a human groan. Of course, this personification establishes a tone of 10 ATI TEAS Secrets Reading sadness or suffering. A different tone would be established if the author said that the tree was swaying or dancing.  Review Video: Personification Visit mometrix.com/academy and enter Code: 260066 Denotative Meaning of Words The denotative meaning of a word is the literal meaning of the word. The connotative meaning goes beyond the denotative meaning to include the emotional reaction that a word may invoke. The connotative meaning often takes the denotative meaning a step further due to associations which the reader makes with the denotative meaning. Readers can differentiate between the denotative and connotative meanings by first recognizing how authors use each meaning. Most non-fiction, for example, is fact-based and authors do not use flowery, figurative language. The reader can assume that the writer is using the denotative meaning of words. In fiction, the author may use the connotative meaning. Readers can determine whether the author is using the denotative or connotative meaning of a word by implementing context clues.  Review Video: Denotative and Connotative Meanings Visit mometrix.com/academy and enter Code: 736707 Dictionary Entry Dictionaries can be used to find a word’s meaning, to check spelling, and to find out how to say or pronounce a word. Dictionary entries are in alphabetical order. At the top of each page of a dictionary, guide words are the two words at the top of each page. One word is the first word listed on the page and the other word is the last word listed on the page. Using these guide words will help you use the dictionaries more effectively. You may notice that many words have more than one definition. These different definitions are numbered. Also, some words can be used as different parts of speech. The definitions for each part of speech are separated. A simple entry might look like this: WELL: (adverb) 1. in a good way | (noun) 1. a hole drilled into the earth The correct definition of a word depends on how the word is used in a sentence. To know that you are using the word correctly, you can try to replace the dictionary’s definitions for the word in the passage. Then, choose the definition that seems to be the best fit. Purpose Usually, identifying the purpose of an author is easier than identifying his or her position. In most cases, the author has no interest in hiding his or her purpose. A text that is meant to entertain, for instance, should be written to please the reader. Most narratives, or stories, are written to entertain, though they may also inform or persuade. Informative texts are easy to identify, while the most difficult purpose of a text to identify is persuasion because the author has an interest in making this purpose hard to detect. When a reader discovers that the author is trying to persuade, he or she should be skeptical of the argument. For this reason persuasive texts often try to establish an entertaining tone and hope to amuse the reader into agreement. On the other hand, an informative tone may be implemented to create an appearance of authority and objectivity.  Review Video: Purpose Visit mometrix.com/academy and enter Code: 511819 ATI TEAS Secrets 11 Reading An author’s purpose is evident often in the organization of the text (e.g., section headings in bold font points to an informative text). However, you may not have such organization available to you in your exam. Instead, if the author makes his or her main idea clear from the beginning, then the likely purpose of the text is to inform. If the author begins by making a claim and provides various arguments to support that claim, then the purpose is probably to persuade. If the author tells a story or seems to want the attention of the reader more than to push a particular point or deliver information, then his or her purpose is most likely to entertain. As a reader, you must judge authors on how well they accomplish their purpose. In other words, you need to consider the type of passage (e.g., technical, persuasive, etc.) that the author has written and if the author has followed the requirements of the passage type. Persuasive Writing In a persuasive essay, the author is attempting to change the reader’s mind or convince him or her of something that he or she did not believe previously. There are several identifying characteristics of persuasive writing. One is opinion presented as fact. When authors attempt to persuade readers, they often present their opinions as if they were fact. Readers must be on guard for statements that sound factual but which cannot be subjected to research, observation, or experiment. Another characteristic of persuasive writing is emotional language. An author will often try to play on the emotions of readers by appealing to their sympathy or sense of morality. When an author uses colorful or evocative language with the intent of arousing the reader’s passions, then the author may be attempting to persuade. Finally, in many cases, a persuasive text will give an unfair explanation of opposing positions, if these positions are mentioned at all. Informative Texts An informative text is written to educate and enlighten readers. Informative texts are almost always nonfiction and are rarely structured as a story. The intention of an informative text is to deliver information in the most comprehensible way. So, look for the structure of the text to be very clear. In an informative text, the thesis statement is one or sometimes two sentences that normally appear at the end of the first paragraph. The author may use some colorful language, but he or she is likely to put more emphasis on clarity and precision. Informative essays do not typically appeal to the emotions. They often contain facts and figures and rarely include the opinion of the author; however, readers should remain aware of the possibility for a bias as those facts are presented. Sometimes a persuasive essay can resemble an informative essay, especially if the author maintains an even tone and presents his or her views as if they were established fact.  Review Video: Informative Text Visit mometrix.com/academy and enter Code: 924964 Entertaining Texts The success or failure of an author’s intent to entertain is determined by those who read the author’s work. Entertaining texts may be either fiction or nonfiction, and they may describe real or imagined people, places, and events. Entertaining texts are often narratives or poems. A text that is written to entertain is likely to contain colorful language that engages the imagination and the emotions. Such writing often features a great deal of figurative language, which typically enlivens the subject matter with images and analogies. Though an entertaining text is not usually written to persuade or inform, authors may accomplish both of these tasks in their work. An entertaining text may appeal to the reader’s emotions and cause him or her to think differently about a particular subject. In any case, entertaining texts tend to showcase the personality of the author more than other types of writing. 12 ATI TEAS Secrets Reading Expression of Feelings When an author intends to express feelings, he or she may use expressive and bold language. An author may write with emotion for any number of reasons. Sometimes, authors will express feelings because they are describing a personal situation of great pain or happiness. In other situations, authors will attempt to persuade the reader and will use emotion to stir up the passions. This kind of expression is easy to identify when the writer uses phrases like I felt and I sense. However, readers may find that the author will simply describe feelings without introducing them. As a reader, you must know the importance of recognizing when an author is expressing emotion and not to become overwhelmed by sympathy or passion. Readers should maintain some detachment so that they can still evaluate the strength of the author’s argument or the quality of the writing. Identifying an Author’s Position In order to be an effective reader, one must pay attention to the author’s position and purpose. Even those texts that seem objective and impartial, like textbooks, have a position and bias. Readers need to take these positions into account when considering the author’s message. When an author uses emotional language or clearly favors one side of an argument, his or her position is clear. However, the author’s position may be evident not only in what he or she writes, but also in what he or she doesn’t write. In a normal setting, a reader would want to review some other texts on the same topic in order to develop a view of the author’s position. If this was not possible, then you would want to acquire some background about the author. However, since you are in the middle of an exam and the only source of information is the text, you should look for language and argumentation that seems to indicate a particular stance on the subject. Text Features Headings and Subheadings Many informative texts, especially textbooks, use headings and subheadings for organization. Headings and subheadings are printed in larger and bolder fonts. Sometimes, they are in a different color than the main body of the book. Headings may be larger than subheadings. Also, headings and subheadings are not always complete sentences. A heading gives the topic that will be addressed in the paragraphs below. Headings are meant to alert you about what is coming next. Subheadings give the topics of smaller sections. For example, the heading of a section in a science textbook might be AMPHIBIANS. Within that section, you may have subheadings for Frogs, Salamanders, and Newts. Pay close attention to headings and subheadings. They make it easy to go back and find specific details in a book. Footnotes and Endnotes Footnotes and endnotes can also be used in word processing programs. A footnote is text that is listed at the bottom of a page which lists where facts and figures within that document page were obtained. An endnote is similar to a footnote, but differs in the fact that it is listed at the end of paragraphs and chapters of a document, instead of the bottom of each page of the document. Bold Text and Underlining Authors will often incorporate text features like bold text and underlining to communicate meaning to the reader. When text is made bold, it is often because the author wants to emphasize the point that is being made. Bold text indicates importance. Also, many textbooks place key terms in bold. This not only draws the reader’s attention, but also makes it easy to find these terms when reviewing before a test. Underlining serves a similar purpose. It is often used to suggest emphasis. However, underlining is also used on occasion beneath the titles of books, magazines, and works of ATI TEAS Secrets 13 Reading art. This was more common when people used typewriters, which weren’t able to create italics. Now that word processing software is nearly universal, italics are generally used for longer works. Italics Italics, like bold text and underlines, are used to emphasize important words, phrases, and sentences in a text. However, italics have other uses as well. A word is placed in italics when it is being discussed as a word; that is, when it is being defined or its use in a sentence is being described. For instance, it is appropriate to use italics when saying that esoteric is an unusual adjective. Italics are also used for long or large works, like books, magazines, long operas, and epic poems. Shorter works are typically placed within quotation marks. A reader should note how an author uses italics, as this is a marker of style and tone. Some authors use them frequently, creating a tone of high emotion, while others are more restrained in their use, suggesting calm and reason. Index Normally, a nonfiction book will have an index at the end. The index is for you to find information about specific topics. An index lists the topics in alphabetical order (i.e., a, b, c, d…). The names of people are listed by last name. For example, Adams, John would come before Washington, George. To the right of a topic, the page numbers are listed for that topic. When a topic is spread over several pages, the index will connect these pages with a dash. For example, the topic is said to be on pages 35 to 42 and again on 53. The topic will be labeled as 35–42, 53. Some topics will have subtopics. These subtopics are listed below the main topic, indented slightly, and placed in alphabetical order. This is common for subjects that are covered over several pages in the book. For example, you have a book about Elizabethan drama; William Shakespeare is an important topic. Beneath Shakespeare’s name in the index, you may find listings for death of, dramatic works of, life of, etc. These specific sub-topics help you narrow your search. Table of Contents Most books, magazines, and journals have a table of contents at the beginning. The table of contents lists the different subjects or chapter titles with a page number. This information allows you to find what you need with ease. Normally, the table of contents is found a page or two after the title page in a book or in the first few pages of a magazine. In a book, the table of contents will have the chapters listed on the left side. The page number for each chapter comes on the right side. Many books have a preface (i.e., a note that explains the background of the book) or introduction. The preface and introduction come with Roman numerals. The chapters are listed in order from the beginning to the end. 14 ATI TEAS Secrets Reading In t egra t ion of Knowl edge a nd Ide a s Primary Sources and Internet Sources Primary Sources When conducting research, it is important to depend on reputable primary sources. A primary source is the documentary evidence closest to the subject being studied. For instance, the primary sources for an essay about penguins would be photographs and recordings of the birds, as well as accounts of people who have studied penguins in person. A secondary source would be a review of a movie about penguins or a book outlining the observations made by others. A primary source should be credible and, if it is on a subject that is still being explored, recent. One way to assess the credibility of a work is to see how often it is mentioned in other books and articles on the same subject. Just by reading the works cited and bibliographies of other books, one can get a sense of what the reliable sources authorities in the field are. Internet Sources The Internet was once considered a poor place to find sources for an essay or article, but its credibility has improved greatly over the years. Still, students need to exercise caution when performing research online. The best sources are those affiliated with established institutions, such as universities, public libraries, and think tanks. Most newspapers are available online, and many of them allow the public to browse their archives. Magazines frequently offer similar services. When obtaining information from an unknown website, however, one must exercise considerably more caution. A website can be considered trustworthy if it is referenced by other sites that are known to be reputable. Also, credible sites tend to be properly maintained and frequently updated. A site is easier to trust when the author provides some information about himself, including some credentials that indicate expertise in the subject matter. Making Predictions and Drawing Conclusions Predictions A prediction is a guess about what will happen next. Readers constantly make predictions based on what they have read and what they already know. Consider the following sentence: Staring at the computer screen in shock, Kim blindly reached over for the brimming glass of water on the shelf to her side. The sentence suggests that Kim is agitated, and that she is not looking at the glass that she is going to pick up. So, a reader might predict that Kim is going to knock over the glass. Of course, not every prediction will be accurate: perhaps Kim will pick the glass up cleanly. Nevertheless, the author has certainly created the expectation that the water might be spilled. Predictions are always subject to revision as the reader acquires more information.  Review Video: Predictions Visit mometrix.com/academy and enter Code: 437248 Foreshadowing Foreshadowing uses hints in a narrative to let the audience anticipate future events in the plot. Foreshadowing can be indicated by a number of literary devices and figures of speech, as well as through dialogue between characters. Drawing Conclusions In addition to inference and prediction, readers must often draw conclusions about the information they have read. When asked for a conclusion that may be drawn, look for critical “hedge” phrases, such as likely, may, can, will often, among many others. When you are being tested ATI TEAS Secrets 15 Reading on this knowledge, remember the question that writers insert into these hedge phrases to cover every possibility. Often an answer will be wrong simply because there is no room for exception. Extreme positive or negative answers (such as always or never) are usually not correct. The reader should not use any outside knowledge that is not gathered from the passage to answer the related questions. Correct answers can be derived straight from the passage. Themes in Print and Other Sources Themes are seldom expressed directly in a text and can be difficult to identify. A theme is an issue, an idea, or a question raised by the text. For instance, a theme of Cinderella (the Charles Perrault version) is perseverance as the title character serves her step-sisters and step-mother, and the prince seeks to find the girl with the missing slipper. A passage may have many themes, and you, as a dedicated reader, must take care to identify only themes that you are asked to find. One common characteristic of themes is that they raise more questions than they answer. In a good piece of fiction, authors are trying to elevate the reader’s perspective and encourage him or her to consider the themes in a deeper way. In the process of reading, one can identify themes by constantly asking about the general issues that the text is addressing. A good way to evaluate an author’s approach to a theme is to begin reading with a question in mind (e.g., How does this text approach the theme of love?) and to look for evidence in the text that addresses that question.  Review Video: Theme Visit mometrix.com/academy and enter Code: 732074 Similar Themes across Cultures A brief study of world literature suggests that writers from vastly different cultures address similar themes. For instance, works like the Odyssey and Hamlet both consider the individual’s battle for self-control and independence. In most cultures, authors address themes of personal growth and the struggle for maturity. Another universal theme is the conflict between the individual and society. Works that are as culturally disparate as Native Son, the Aeneid, and 1984 dramatize how people struggle to maintain their personalities and dignity in large (sometimes) oppressive groups. Finally, many cultures have versions of the hero’s or heroine’s journey in which an adventurous person must overcome many obstacles in order to gain greater knowledge, power, and perspective. Some famous works that treat this theme are the Epic of Gilgamesh, Dante’s Divine Comedy, and Cervantes’ Don Quixote. Differences in Addressing Themes in Various Cultures and Genres Authors from different genres and cultures may address similar themes, but they do so in different ways. For instance, poets are likely to address subject matter indirectly through the use of images and allusions. In a play, the author is more likely to dramatize themes by using characters to express opposing viewpoints; this disparity is known as a dialectical approach. In a passage, the author does not need to express themes directly; indeed, they can be expressed through events and actions. In some regional literatures, such as Greece or England, authors use more irony: their works have characters that express views and make decisions that are clearly disapproved of by the author. In Latin America, there is a great tradition of using supernatural events to illustrate themes about real life. Chinese and Japanese authors frequently use well-established regional forms (e.g., haiku poetry in Japan) to organize their treatment of universal themes. Evaluating an Argument Argumentative and persuasive passages take a stand on a debatable issue, seek to explore all sides of the issue, and find the best possible solution. Argumentative and persuasive passages should not 16 ATI TEAS Secrets Reading be combative or abusive. The word argument may remind you of two or more people shouting at each other and walking away in anger. However, an argumentative or persuasive passage should be a calm and reasonable presentation of an author’s ideas for others to consider. When an author writes reasonable arguments, his or her goal is not to win or have the last word. Instead, authors want to reveal current understanding of the question at hand and suggest a solution to a problem. The purpose of argument and persuasion in a free society is to reach the best solution. Evidence The term text evidence refers to information that supports a main point or minor points and can help lead the reader to a conclusion. Information used as text evidence is precise, descriptive, and factual. A main point is often followed by supporting details that provide evidence to back up a claim. For example, a passage may include the claim that winter occurs during opposite months in the Northern and Southern hemispheres. Text evidence based on this claim may include countries where winter occurs in opposite months along with reasons that winter occurs at different times of the year in separate hemispheres (due to the tilt of the Earth as it rotates around the sun).  Review Video: Text Evidence Visit mometrix.com/academy and enter Code: 486236 Evidence needs to be provided that supports the thesis and additional arguments. Most arguments must be supported by facts or statistics. Facts are something that is known with certainty and have been verified by several independent individuals. Examples and illustrations add an emotional component to arguments. With this component, you persuade readers in ways that facts and statistics cannot. The emotional component is effective when used with objective information that can be confirmed. Credibility The text used to support an argument can be the argument’s downfall if the text is not credible. A text is credible, or believable, when the author is knowledgeable and objective, or unbiased. The author’s motivations for writing the text play a critical role in determining the credibility of the text and must be evaluated when assessing that credibility. Reports written about the ozone layer by an environmental scientist and a hairdresser will have a different level of credibility. Appeal to Emotion Sometimes, authors will appeal to the reader’s emotion in an attempt to persuade or to distract the reader from the weakness of the argument. For instance, the author may try to inspire the pity of the reader by delivering a heart-rending story. An author also might use the bandwagon approach, in which he suggests that his opinion is correct because it is held by the majority. Some authors resort to name-calling, in which insults and harsh words are delivered to the opponent in an attempt to distract. In advertising, a common appeal is the celebrity testimonial, in which a famous person endorses a product. Of course, the fact that a famous person likes something should not really mean anything to the reader. These and other emotional appeals are usually evidence of poor reasoning and a weak argument.  Review Video: Appeal to Readers Emotions Visit mometrix.com/academy and enter Code: 163442 Counter Arguments When authors give both sides to the argument, they build trust with their readers. As a reader, you should start with an undecided or neutral position. If an author presents only his or her side to the argument, then you will need to be concerned at best. ATI TEAS Secrets 17 Reading Building common ground with neutral or opposed readers can be appealing to skeptical readers. Sharing values with undecided readers can allow people to switch positions without giving up what they feel is important. For people who may oppose a position, they need to feel that they can change their minds without betraying who they are as a person. This appeal to having an open mind can be a powerful tool in arguing a position without antagonizing other views. Objections can be countered on a point-by-point basis or in a summary paragraph. Be mindful of how an author points out flaws in counter arguments. If they are unfair to the other side of the argument, then you should lose trust with the author. Data from Different Sources and in Different Formats Journal Articles Although published journal articles listed in library databases have been reviewed and edited to be acceptable for publication, you should still evaluate them by six criteria. 1. Source: Articles by experts in their subjects, published in scholarly journals, are more reliable. They also contain references to more publications on the same topic. Try to start your search with a database that includes searching by article type (e.g., reviews, clinical trials, editorials, and research articles). 2. Length: The citation states an article’s number of pages, an indication of its research utility. 3. Authority: Research sources should be authoritative, written by experts affiliated with academic institutions. 4. Date: Many research fields are constantly changing, so research must be as current as possible. In areas with new research breakthroughs, some articles are not up-to-date. 5. Audience: If an author wrote an article for professional colleagues, it will include subject- specific language and terminology. 6. Usefulness: Evaluate whether an article is relevant to one’s own research topic. Line Graph A line graph is a type of graph that is typically used for measuring trends over time. The graph is set up along a vertical and a horizontal axis. The variables being measured are listed along the left side and the bottom side of the axes. Points are then plotted along the graph as they correspond with their values for each variable. For instance, imagine a line graph measuring a person’s income for each month of the year. If the person earned $1500 in January, there should be a point directly above January (perpendicular to the horizontal axis) and directly to the right of $1500 (perpendicular to the vertical axis). Once all of the lines are plotted, they are connected with a line from left to right. This line provides a nice visual illustration of the general trends. For instance, using the earlier example, if the line sloped up, then one would see that the person’s income had increased over the course of the year. Bar Graph The bar graph is one of the most common visual representations of information. Bar graphs are used to illustrate sets of numerical data. The graph has a vertical axis (along which numbers are listed), and a horizontal axis (along which categories, words, or some other indicators are placed). One example of a bar graph is a depiction of the respective heights of famous basketball players: the vertical axis would contain numbers ranging from five to eight feet, and the horizontal axis would contain the names of the players. The length of the bar above the player’s name would illustrate his height, and the top of the bar would stop perpendicular to the height listed along the left side. In this representation, one would see that Yao Ming is taller than Michael Jordan because Yao’s bar would be higher. 18 ATI TEAS Secrets Reading Pie Chart A pie chart, also known as a circle graph, is useful for depicting how a single unit or category is divided. The standard pie chart is a circle with designated wedges. Each wedge is proportional in size to a part of the whole. For instance, consider a pie chart representing a student’s budget. If the student spends half of his or her money on rent, then the pie chart will represent that amount with a line through the center of the pie. If she spends a quarter of her money on food, there will be a line extending from the edge of the circle to the center at a right angle to the line depicting rent. This illustration would make it clear that the student spends twice the amount of money on rent as she does on food. A pie chart is effective at showing how a single entity is divided into parts. They are not effective at demonstrating the relationships between parts of different wholes. For example, an unhelpful use of a pie chart would be to compare the respective amounts of state and federal spending devoted to infrastructure since these values are only meaningful in the context of the entire budget. Research Assistance Today’s library media specialists are important figures in contemporary learning communities, which now consist of administrators, teachers, and parents; and international, national, state, regional, and local communities. Such communities transcend the borders of disciplinary field, occupation, age, time, and place. They are connected by shared needs, interests, and rapidly increasing technologies in telecommunications. Library media specialists and student-centered library media programs aim to aid students in attaining and improving their information literacy. As such, library media specialists and library media programs have the objective of helping every student to creatively and actively find, evaluate, and use information toward the ends of fulfilling their own curiosities and imaginations by pursuing reading and research activities and of exercising and developing their own critical thinking abilities. Information Specialist In fulfilling the function of an information specialist, library media specialists bring their skills for finding and evaluating information in a variety of formats as resources for learners and educators. They bring an awareness of various issues related to information to the attention of students, teachers, administrators, and other involved parties. Library media specialists also serve to model for students the strategies they can learn to find, access, and evaluate information inside and outside of the library media centers. The environment of the library media center has experienced a critical impact from the development of technology. Accordingly, the library media specialist not only attains mastery over current advanced electronic resources, but she or he must also continually sustain attention focused on how information—both in more traditional forms and in the newest technological forms—is used ethically, as well as its quality and its character. ATI TEAS Secrets 19 Reading Organizing Data and Synthesizing Data Organizing Information Organizing information effectively is an important part of research. The data must be organized in a useful manner so that it can be effectively used. Three basic ways to organize information are: 1. Spatial Organization – This is useful as it lets the user "see" the information, to fix it in space. This has benefits for those individuals who are visually adept at processing information. 2. Chronological Organization – This is the most common presentation of information. This method places information in the sequence with which it occurs. Chronological organization is very useful in explaining a process that occurs in a step-by-step pattern. 3. Logical Organization – This includes presenting material in a logical pattern that makes intuitive sense. Some patterns that are frequently used are illustrated, definition, compare/contrast, cause/effect, problem/solution, and division/classification. Logical Organization There are six major types of logical organization that are frequently used: 1. Illustrations may be used to support the thesis. Examples are the most common form of this organization. 2. Definitions say what something is or is not is another way of organization. A helpful question for this type of organization is “What are the characteristics of the topic?” 3. Dividing or classifying information into separate items according to their similarities is a common and effective organizing method. 4. Comparing, focusing on the similarities of things, and contrasting, highlighting the differences between things is an excellent tool to use with certain kinds of information. 5. Cause and effect is a simple tool to logically understand relationships between things. A phenomenon may be traced to its causes for organizing a subject logically. 6. Problem and solution is a simple and effective manner of logically organizing material. It is very commonly used and lucidly presents information. Synthesis of Research When you must generate questions about what the data that you have collected, you realize whether you understand it and whether you can answer your own questions. You can learn to ask yourself questions which require that you synthesize content from different portions of the data, such as asking questions about the data’s important information. Understanding how to summarize what you have collected allows you to discern what is important in the data, and to be able to express the important content in your own words. When you learn to summarize your data, you are better able to identify the main ideas of the research, and to connect these main ideas. Then, you will be better able to generate central ideas from your research. Also, you will be able to avoid irrelevant information and to remember what you have researched. 20 ATI TEAS Secrets Mathematics Numbers a nd O per a t ions Numbers are the basic building blocks of mathematics. Specific features of numbers are identified by the following terms: Integer – any positive or negative whole number, including zero. Integers do not include fractions , decimals (0.56), or mixed numbers. Prime number – any whole number greater than 1 that has only two factors, itself and 1; that is, a number that can be divided evenly only by 1 and itself. Composite number – any whole number greater than 1 that has more than two different factors; in other words, any whole number that is not a prime number. For example: The composite number 8 has the factors of 1, 2, 4, and 8. Even number – any integer that can be divided by 2 without leaving a remainder. For example: 2, 4, 6, 8, and so on. Odd number – any integer that cannot be divided evenly by 2. For example: 3, 5, 7, 9, and so on. Decimal number – any number that uses a decimal point to show the part of the number that is less than one. Example: 1.234. Decimal point – a symbol used to separate the ones place from the tenths place in decimals or dollars from cents in currency. Decimal place – the position of a number to the right of the decimal point. In the decimal 0.123, the 1 is in the first place to the right of the decimal point, indicating tenths; the 2 is in the second place, indicating hundredths; and the 3 is in the third place, indicating thousandths. The decimal, or base 10, system is a number system that uses ten different digits (0, 1, 2, 3, 4, 5, 6, 7, 8, 9). An example of a number system that uses something other than ten digits is the binary, or base 2, number system, used by computers, which uses only the numbers 0 and 1. It is thought that the decimal system originated because people had only their 10 fingers for counting. Rational numbers include all integers, decimals, and fractions. Any terminating or repeating decimal number is a rational number. Irrational numbers cannot be written as fractions or decimals because the number of decimal places is infinite and there is no recurring pattern of digits within the number. For example, pi (π) begins with 3.141592 and continues without terminating or repeating, so pi is an irrational number. Real numbers are the set of all rational and irrational numbers.  Review Video: Numbers and Their Classification Visit mometrix.com/academy and enter Code: 461071 ATI TEAS Secrets 21 Mathematics Place Value Write the place value of each digit in the following number: 14,059.826 1: ten thousands 4: thousands 0: hundreds 5: tens 9: ones 8: tenths 2: hundredths 6: thousandths Writing Numbers in Word Form Example 1 Write each number in words. 29: twenty-nine 478: four hundred seventy-eight 9,435: nine thousand four hundred thirty-five 98,542: ninety-eight thousand five hundred forty-two 302, 876: three hundred two thousand eight hundred seventy-six Example 2 Write each decimal in words. 0.06: six hundredths 0.6: six tenths 6.0: six 0.009: nine thousandths; 0.113: one hundred thirteen thousandths; 0.901: nine hundred and one thousandths Fractions A fraction is a number that is expressed as one integer written above another integer, with a dividing line between them. It represents the quotient of the two numbers “x divided by y.” It can also be thought of as x out of y equal parts. The top number of a fraction is called the numerator, and it represents the number of parts under consideration. The 1 in means that 1 part out of the whole is being considered in the calculation. The bottom number of a fraction is called the denominator, and it represents the total number of equal parts. The 4 in means that the whole consists of 4 equal parts. A fraction cannot have a denominator of zero; this is referred to as “undefined.” Fractions can be manipulated, without changing the value of the fraction, by multiplying or dividing (but not adding or subtracting) both the numerator and denominator by the same number. If you divide both numbers by a common factor, you are reducing or simplifying the fraction. Two 22 ATI TEAS Secrets Mathematics fractions that have the same value, but are expressed differently are known as equivalent fractions. For example, are all equivalent fractions. They can also all be reduced or simplified to. Proper Fractions and Mixed Numbers A fraction whose denominator is greater than its numerator is known as a proper fraction, while a fraction whose numerator is greater than its denominator is known as an improper fraction. Proper fractions have values less than one and improper fractions have values greater than one. A mixed number is a number that contains both an integer and a fraction. Any improper fraction can be rewritten as a mixed number. Example:. Similarly, any mixed number can be rewritten as an improper fraction. Example:.  Review Video: Fractions Visit mometrix.com/academy and enter Code: 262335 Decimals Decimal Illustration Use a model to represent the decimal: 0.24. Write 0.24 as a fraction. The decimal 0.24 is twenty four hundredths. One possible model to represent this fraction is to draw 100 pennies, since each penny is worth 1 one hundredth of a dollar. Draw one hundred circles to represent one hundred pennies. Shade 24 of the pennies to represent the decimal twenty-four hundredths. To write the decimal as a fraction, write a fraction:. The number of shaded spaces is 24, and the total number of spaces is 100, so as a fraction 0.24 equals. This fraction can then be reduced to. Percentages Percentages can be thought of as fractions that are based on a whole of 100; that is, one whole is equal to 100%. The word percent means "per hundred." Fractions can be expressed as percents by finding equivalent fractions with a denomination of 100. Example: ;. To express a percentage as a fraction, divide the percentage number by 100 and reduce the fraction to its simplest possible terms. Example: ;.  Review Video: Percentages Visit mometrix.com/academy and enter Code: 141911 ATI TEAS Secrets 23 Mathematics Converting Percents, Fractions, and Decimals Converting decimals to percentages and percentages to decimals is as simple as moving the decimal point. To convert from a decimal to a percent, move the decimal point two places to the right. To convert from a percent to a decimal, move it two places to the left. Example: 0.23 = 23%; 5.34 = 534%; 0.007 = 0.7%; 700% = 7.00; 86% = 0.86; 0.15% = 0.0015. It may be helpful to remember that the percentage number will always be larger than the equivalent decimal number.  Review Video: Converting Decimals to Fractions and Percentages Visit mometrix.com/academy and enter Code: 986765 Example 1 15% can be written as a fraction and as a decimal. 15% written as a fraction is which equals. 15% written as a decimal is 0.15. To convert a percent to a fraction, follow these steps: 1) Write the percent over 100 because percent means “per one hundred.” So, 15% can be written as. 2) Fractions should be written in simplest form, which means that the numbers in the numerator and denominator should be reduced if possible. Both 15 and 100 can be divided by 5. 3) Therefore,. To convert a percent to a decimal, follow these steps: 1) Write the percent over 100 because percent means “per one hundred.” So, 15% can be written as. 2) 15 divided by 100 equals 0.15, so 15% = 0.15. In other words, when converting from a percent to a decimal, drop the percent sign and move the decimal two places to the left. Example 2 Write 24.36% as a fraction and then as a decimal. Explain how you made these conversions. 24.36% written as a fraction is , or , which reduces to. 24.36% written as a decimal is 0.2436. Recall that dividing by 100 moves the decimal two places to the left.  Review Video: Converting Percentages to Decimals and Fractions Visit mometrix.com/academy and enter Code: 287297 24 ATI TEAS Secrets Mathematics Example 3 Convert to a decimal and to a percent. To convert a fraction to a decimal, simply divide the numerator by the denominator in the fraction. The numerator is the top number in the fraction and the denominator is the bottom number in a fraction. So. Percent means “per hundred.” = 80%. Example 4 Convert to a decimal and to a percent. The mixed number has a whole number and a fractional part. The fractional part can be written as a decimal by dividing 5 into 2, which gives 0.4. Adding the whole to the part gives 3.4. Alternatively, note that = 3.4 To change a decimal to a percent, multiply it by 100. 3.4(100) = 340%. Notice that this percentage is greater than 100%. This makes sense because the original mixed number is greater than 1.  Review Video: Converting Fractions to Percentages and Decimals Visit mometrix.com/academy and enter Code: 306233 Operations There are four basic mathematical operations: Addition and Subtraction Addition increases the value of one quantity by the value of another quantity. Example:. The result is called the sum. With addition, the order does not matter.. Subtraction is the opposite operation to addition; it decreases the value of one quantity by the value of another quantity. Example:. The result is called the difference. Note that with subtraction, the order does matter.. Multiplication and Division Multiplication can be thought of as repeated addition. One number tells how many times to add the other number to itself. Example:. With multiplication, the order does not matter. or. Division is the opposite operation to multiplication; one number tells us how many parts to divide the other number into. Example: ; if 20 is split into 4 equal parts, each part is 5. With division, the order of the numbers does matter.. Order of Operations Order of Operations is a set of rules that dictates the order in which we must perform each operation in an expression so that we will evaluate it accurately. If we have an expression that includes multiple different operations, Order of Operations tells us which operations to do first. ATI TEAS Secrets 25 Mathematics The most common mnemonic for Order of Operations is PEMDAS, or "Please Excuse My Dear Aunt Sally." PEMDAS stands for Parentheses, Exponents, Multiplication, Division, Addition, and Subtraction. It is important to understand that multiplication and division have equal precedence, as do addition and subtraction, so those pairs of operations are simply worked from left to right in order. Example: Evaluate the expression using the correct order of operations. P: Perform the operations inside the parentheses: E: Simplify the exponents. (Not required on the ATI TEAS). The equation now looks like this: MD: Perform multiplication and division from left to right: ; then The equation now looks like this: AS: Perform addition and subtraction from left to right: ; then  Review Video: Order of Operations Visit mometrix.com/academy and enter Code: 259675 Parentheses Parentheses are used to designate which operations should be done first when there are multiple operations. Example: 4 – (2 + 1) = 1; the parentheses tell us that we must add 2 and 1, and then subtract the sum from 4, rather than subtracting 2 from 4 and then adding 1 (this would give us an answer of 3). Exponents An exponent is a superscript number placed next to another number at the top right. It indicates how many times the base number is to be multiplied by itself. Exponents provide a shorthand way to write what would be a longer mathematical expression. Example: ;. A number with an exponent of 2 is said to be “squared,” while a number with an exponent of 3 is said to be “cubed.” The value of a number raised to an exponent is called its power. So, 84 is read as “8 to the 4th power,” or “8 raised to the power of 4.” A negative exponent is the same as the reciprocal of a positive exponent. Example:. Absolute Value A precursor to working with negative numbers is understanding what absolute values are. A number’s Absolute Value is simply the distance away from zero a number is on the number line. The absolute value of a number is always positive and is written. Example Show that. The absolute value of 3, written as , is 3 because the distance between 0 and 3 on a number line is th

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