Most Frequently Missed Questions on the 2002 GED ® Mathematics and Language Arts, Writing Tests.

Most Frequently Missed Questions on the 2002 GED® Mathematics and

Language Arts, Writing Tests

The GED Mathematics Test

• The GEDTS reviewed questions from Part I and Part II of the GED Mathematics Test.

• The GEDTS identified which questions were most commonly missed by two groups of candidates

– Candidates at or near the cut score

– Candidates 1-2 SEM below the cut score

• For the most part, these two groups

– Missed the same questions

– Selected the same incorrect answer choice

Problem Areas

• The GEDTS reviewed the top 40% of frequently missed questions and found that those questions tested similar concepts and skills.

• The skills and concepts tested by the most frequently missed questions on the GED Mathematics Test fit into one of the following three categories

1. Geometry

2. Calculation

3. Graphs and Tables

Geometry

Name the type of geometry question that is most likely to be challenging for students.

The Pythagorean theorem

Geometry

1. Pythagorean Theorem

2. Area by Partitioning

3. Use of Variables in a Formula

4. Parallel lines and angles

5. Area or Perimeter; Compare Area and Perimeter

One end of a 50-ft cable is attached to the top of a 48-ft tower. The tower is perpendicular to the ground. The other end of the cable is attached to the ground at a distance x feet from the base of the tower.

What is the measure, in feet, of x?(1) 2 (2) 7 (3) 12 (4) 14 (5)196

Tower

48 ft

50 ft

X


Example 1

Top 50 Math Skills for GED Success, pages 60 - 61

What is the correct answer to this question?

Answer Choice (4) 14

Which distracter, or incorrect answer choice, would most candidates select?

Answer Choice (1) 2

Why?Instead of using the Pythagorean Theorem, candidates simply subtracted 48 from 50.

The GEDTS provides distracters to ensure that students understand how to correctly solve a problem.


Example 1

Tower

(1) 2 (2) 7 (3) 12 (4) 14 (5) 196


48 ft

50 ft

X

Tower

The height of an A-frame storage shed is 12 ft. The distance from the center of the floor to a side of the shed is 5 ft.

height 12 ft

5 ft

side x

What is the measure, in feet, of x?

(1) 13 (2) 14 (3) 15 (4) 16 (5) 17


Example 2


height 12 ft

5 ft

side x


Example 2

What is the correct answer to this question?


Which distracter, or incorrect answer choice, would most candidates select?


Why?Instead of using the Pythagorean Theorem, candidates simply added 5 and 12.

The GEDTS provides distracters to ensure that students understand how to correctly solve a problem.

(1) 13 (2) 14 (3) 15 (4) 16 (5) 17


The figure at the right shows the back wall of Jack’s garage. How many square feet of siding does Jack need to cover the back wall of the garage?

20 ft

8 ft8ft


Example 1

Without seeing the question, do you think you will be asked about area or perimeter? Why?

Why would this problem be difficult for most candidates?

How could candidates make this problem easier to solve?


The wall is a combination of a triangle and a rectangle. Find the area of both shapes.

20 ft

8 ft

8ft


Example 1

20 ft

A = ½ bh

A = ½ (20)(8)

A = 80 sq ft

A = lw

A = (20)(8)

A = 160 sq ft

Add the two areas.

80 + 160 = 240 sq ft

Jack needs 240 square feet of siding.


An L-shaped flower garden is shown by the shaded area in the diagram. All intersecting

segments are perpendicular.

house6 ft

6 ft

32 ft

20 ft

Partition the L-shaped area into shapes whose areas GED candidates could likely find. Label the dimensions appropriate for finding area.

Compare your partitioning with someone near you. Are they exactly the same? Will the total areas be the same?


Example 2


house6 ft

6 ft

20 ft

Three Possible Solutions

6 ft

6 ft

26 ft

20 ft

14 ft

32 ft

6 ft

6 ft

32 × 6 = 192 + 14 × 6 = 84

276 ft2

26 × 6 = 156 + 20 × 6 = 120

276 ft2

6 ft

6 ft

6 ft

6 ft

26 ft

14 ft 26 × 6 = 156 + 14 × 6 = 84 + 6 × 6 = 36 276 ft2


Example 2



Example 1

Which expression represents the perimeter of this rectangle?

(1) 2x

(2) x + x – 6

(3) 2x + x – 6

(4) 2x + (2x – 6)

(5) 2x + 2(x – 6)

x

x-6


Substitute a number for x

What strategy could candidates use to simplify this problem?

(I chose 12.) (Note that x must be greater than 6.)

P = 12 + 12 + (12-6) + (12-6) = 36

Now solve each equation to find which gives you the same result.

(1) 2x 2(12) = 24 (2) x + x – 6 12 + 12 – 6 = 18(3) 2x + (x – 6) 2(12) + (12 – 6) = 24 + 6 = 30(4) 2x + (2x – 6) 2(12) + [2(12) – 6] = 24 + (24 – 6) = 24 + 18 = 42(5) 2x + 2(x – 6) 2(12) + 2(12 – 6) = 24 + 2(6) = 24 +12 = 36

Answer choice (5) 2x + 2(x – 6) is correct.

x

x-6


Example 1


x + 2

Is this an area or a perimeter problem?

x – 2

Which expression represents the area of the rectangle?

(1) 2x (2) x2 (3) x2 – 4 (4) x2 + 4 (5) x2 – 4x – 4

How can you approach this question if your algebra skills are not strong?

Pretend that x is a number!


Example 2


x + 2

x – 2

(1) 2x (2) x2

(3) x2 – 4(4) x2 + 4(5) x2 – 4x – 4

This is a strategy that will be repeated when we look at calculation items.

Choose a number for x. Do you see any restrictions?

(I choose 8.) Determine the area numerically. (8 + 2 = 10; 8 – 2 = 6; 10 6 = 60)

Which alternative yields that value?2 8 = 16; not correct.

82 – 4 = 64 – 4 = 60; correct!

82 = 64 – 4 = 60; not correct

82 + 4 = 64 + 4 = 68; not correct82 – 4(8) – 4 = 64 – 32 – 4 = 28; not correct


Example 2


4. Parallel Lines and Angles

In the illustration above, lines m and n are parallel. Both lines are intersected by a third line, t, called a transversal. The transversal creates four angles and each point of intersection.

For parallel lines with a transversal, the following statements are true:

• The four acute angles (b, c, f, and g) are equal

• The four obtuse angles (a, d, e, and h) are equal

• Each acute angle is supplementary to each obtuse angle. (They add up to 180˚.)

m

n

a bc d

e fg h

t


a

b87

65

4321

If a || b, ANY pair of angles above will satisfy one of these two equations:

x + y = 180x = yWhich one should you use?

If the angles look equal (and the lines are parallel), they are!

If they don’t appear to be equal, they’re not!




Example

Oak Street

Pine Street

a bc d

e fg h

1st Street


Oak and Pine Streets intersect 1st Street making several angles. What is the relationship between A and C?

(1) supplementary(2) complimentary(3) acute(4) corresponding(5) parallel

Where else are candidates likely to use the relationships among angles related to parallel lines?

parallelograms

4 3

21

8 7

65

trapezoids

These are not parallel.


The angle relationships from the previous slide will also help candidates when dealing with

Trapezoids Parallelograms


Below are rectangles A and B with no text. For each, do you think that a question would be asked about area or perimeter?

A

B

A: Area Perimeter Either/both

This visual distinction is always used on the GED Mathematics Test.

B: Area Perimeter Either/both

Perimeter

Area

5. Area or Perimeter

Example 1


Here is a quick tip to help your students identify whether to use the formula for area or perimeter on the GED Mathematics Test.

If the figure is outlined, the candidate will be asked to find the perimeter.

If the figure is shaded, the candidate will be asked to find the area.

5. Area or Perimeter

Example 2

5. Comparing Area and Perimeter

Example 1

Carlos has a rectangular patio in his backyard. The patio is 40 feet long and 20 feet wide. To build a new deck, Carlos had to change the dimensions of the patio. He increased the length of the patio by 50% and decreased the width by 50%.

How does the area of the new patio compare to the area of the original patio?

The area of the new patio is(1) 50% smaller(2) 25% smaller(3) equal to the original area (4) 25% larger(5) 50% larger


A = 60 × 10A = 600

40 ft

20 ft

10 ft

60 ft


Example 1

The new area is 200 sq ft less than the original.

200 ÷ 800 = ¼ or 25% less area.

A = 40 × 20A = 800

New Original

The area of the new patio is (1) 50% smaller (2) 25% smaller (3) equal to the original area (4) 25% larger (5) 50% larger


A rectangular garden had a length of 20 feet and a width of 10 feet. The length was increased by 50%, and the width was decreased by 50% to form a new garden.

How does the perimeter of the new garden compare to the perimeter of the original garden?

The perimeter of the new garden is

(1) 17% less (2) 10% less (3) the same (4) 10% greater (5) 17% greater


Example 2


original garden

20 ft (length)

10 ft (width)

new garden

5 ft

30 ft

Perimeter:

20 + 20 + 10 + 10 = 60 ft

Perimeter:

30 + 30 + 5 + 5 = 70 ft

How do the perimeters compare? Answer (5) 17% greater

Extend the Question: What would be the case if the WIDTH was increased by 50% and the LENGTH was decreased by 50%?


Example 2


Geometry Quick Tips

• A side of a triangle CANNOT be the sum or difference of the other two sides (Pythagorean theorem).

• If a geometric figure is shaded, the question will ask for area; if only the outline is shown, the question will ask for perimeter or circumference.

• To find an area of a shape that is not a common geometric figure, partition the area into non-overlapping areas that are common geometric figures.

• If lines are parallel, any pair of angles will either be equal or have a sum of 180°.

• The interior angles within all triangles have a sum of 180°.

• The interior angles within a square or rectangle have a sum of 360°.

Calculation continues to be a problem for students. The use of a calculator does not appear to assist students in their calculation of a correct answer.

Missed Questions Examined by the GEDTS: 48

Questions Missed on Part I (calculator): 24

Questions Missed on Part II (no calculator): 24

Calculation

Calculation

11 of the 20 calculation questions appeared on Part I

where the calculator is available.

The calculator can provide an alternate means of determining the correct response for certain questions. Candidates should have practice with this strategy so that they can use the technique on the test.

For both halves of the test, having a sense of what is reasonable will go a long way towards selecting the appropriate alternative.

Calculation

6. Simple Percentage

7. Comparing Number

8. Fractions

9. Exponents

10. Square Roots

When Harold began his word-processing job, he could type only 40 words per minute. After he had been on the job for one month, his typing speed had increased to 50 words per minute.

By what percent did Harold’s typing speed increase?

(1) 10% (2) 15% (3) 20% (4) 25% (5) 50%This question was intended for Part II. Any percentages found on Part II will involve only simple calculation. Candidates who can estimate/calculate 10% of any number and 25% of a whole number will have an advantage on problems of this type.


Example

Top 50 Math Skills for GED Success, pages 30 – 33, 143 - 144

Harold’s typing speed, in words per minute, increased from 40 to 50: an increase of 10. If a candidate could find 25% of 40, on to the next problem!

Suppose a student can only find 10% of any number.

10% of 40 is 4. An increase of 10% would mean an increase of 4 words per minute.

(1) 10% (2) 15% (3) 20% (4) 25% (5) 50%

Increase of 10%:

40 + 4 = 44; not enough (50).

Increase of 20% (10% + 10%); 40 + 4 + 4 = 48; not enough.

Increase of 30% (10% + 10%+ 10%); 40 + 4 + 4 + 4= 52; too much.

X

XX

X


Example

Top 50 Math Skills for GED Success, pages 30 – 33, 143 - 144

A positive number less than or equal to 1/2 is represented by x. Three expressions involving x are given:

(A) x + 1 (B) 1/x (C) 1 + x2

Which of the following series lists the expressions from least to greatest?

(1) A, B, C

(2) B, A, C

(3) B, C, A

(4) C, A, B

(5) C, B, A

Chose a number for x that agrees with the information in the first sentence.

1/2 0.1

Evaluate A, B, and C.

A: 1.5

B: 2

C: 1.25

A: 1.1

B: 10

C: 1.01

Arrange (Least Greatest)

1.25, 1.5, 2 (C,A,B)

1.01, 1.1, 10 (C,A,B)

7. Comparing Numbers

Example 1

Top 50 Math Skills for GED Success, pages 16 – 17, 24 – 25

A survey asked 300 people which of the three primary colors, red, yellow, or blue was their favorite. Blue was selected by 1/2 of the people, red by 1/3 of the people, and the remainder selected yellow. How many of the 300 people selected YELLOW?

(1) 50

(2) 100

(3) 150

(4) 200

(5) 250

This question was designed for Part II. As was true with percent, any calculation with fractions on Part II is relatively easy.

Blue: 1/2 of 300 = 150

Red: 1/3 of 300 = 100

Blue + Red = 250; the remainder (300 – 250 = 50) selected yellow.

7. Comparing Numbers

Example 2

Top 50 Math Skills for GED Success, pages 16 – 17, 24 – 25

Areas that cause students the most difficulty in calculations

8. Visualization of fractional parts

9. Interpreting the exponent as a multiplier– This is the most common calculation error.

10. Calculations with square roots

8. Visualization of Fractional Parts

Example 1 On a snowy evening 1/3 of the students in Mrs. Thompson’s English class were absent. If 12 students were absent, how many students are enrolled in Mrs. Thompson’s class?

(1) 4

(1) 12

(2) 24

(3) 36

(4) 48

Which incorrect answer choice do you think candidates below the cut line would most likely choose?

Answer choice (1) 4


By representing, or visualizing, this information graphically (as below) candidates could have eliminated option (1) as a reasonable answer because the total number of students needs to be larger than the number of absent students.

Total Students

Present (?) Absent (12)


Example 1


Of all the items produced at a manufacturing plant on Tuesday, 5/6 passed inspection. If 360 items passed inspection on Tuesday, how many were PRODUCED that day?

Which of the following diagrams correctly represents the relationship between items produced and those that passed inspection?

produced producedpassed passed

A B


Example 2


Of all the items produced at a manufacturing plant on Tuesday, 5/6 passed inspection. If 360 items passed inspection on Tuesday, how many were PRODUCED that day?

The items produced must be greater than the number passing inspection. Here are the answer choices for this question.

(1) 300 (2) 432 (3) 492 (4) 504 (5) 3000

Which incorrect alternative do you think was selected most often?

300!


Example 2


A cross-section of a uniformly thick piece of tubing is shown at the right. The width of the tubing is represented by x. What is the measure, in inches, of x?

inside diameter 1.436 in

outside diameter 1.500 in

xx

(1) 0.032 (2) 0.064 (3) 0.718 (4) 0.750 (5) 2.936 This question can be answered by subtracting and

dividing. It can also be answered by only adding.

+ 1.436 + = 1.500

8. Visualization

Example 3


9. Exponents

Exponents on Part II of the test can be found in two situations: simple calculations or scientific notation. When numbers are written in scientific notation, candidates should recognize that positive exponents represent large numbers and negative exponents represent small decimal numbers; they must be able to convert from one expression to the other.

The most common calculation error seems to be interpreting the exponent as a multiplier rather than a power.

On Part I of the test, remember that the calculator can raise numbers to a power several ways.

If a = 2 and b = -3, what is the value of 4a x 2b ?

(1) -96

(2) -64

(3) -48

(4) 2

(5) 1

How would most candidates solve this equation? 4 × 2= 8 and 2 × -3= -6 , then multiply 8 × -6 with a result of -48

The correct way to solve this problem is:

42 × 2-3 = 16 × 1/8 = 2

9. Exponents

Example

Top 50 Math Skills for GED Success, page 145

10. Square Roots

Any question for which the candidate must find a decimal approximation of the square root of a non-perfect square will only be found on Part I!

Questions involving the Pythagorean theorem, which were discussed earlier, certainly may require the candidate to find a square root. Other questions also contain square roots. This example is from one of the official Practice Tests.

The “golden rectangle” discovered by the ancient Greeks is thought to have an especially pleasing shape. The length (L) of this rectangle in terms of its width (W) is given by the following formula:

L = W (1 + 5) 2

If the width of a golden rectangle is 10 meters, what is its approximate length in meters?

(1) 6.1

(2) 6.6

(3) 11.2

(4) 12.2

(5) 16.2

This question may be difficult even with the calculator. Is there another way to get an idea of what the correct answer may be?

10. Square Roots

Example 1


L = W (1 + 5) 2

(1) 6.1 (2) 6.6 (3) 11.2 (4) 12.2 (5) 16.2

The width (W) is known to be 10.

Suppose a candidate is reluctant to use/trust the calculator but recognizes that 5 is slightly more than 4, and also knows that 4 is 2.

L is more than W (1 + 4) 2

L is more than 10 (1 + 2) 2

L is more than 10 3 2

L is more than 15.

Alternatives

10. Square Roots

Example 1


What is the length in inches of x in the triangle to the right? Express your answer to the nearest tenth.

(1) 2

(2) 2.4

(3) 3.5

(4) 4.5

(5) 20

4

2

x

10. Square Roots

Example 2

Questions involving the Pythagorean Theorem will may require candidates to calculate the square root of a number.


On Part I of the test candidates could use a calculator to solve. However, if they were unable to use their calculator what strategy could they use to help them find the answer?

If candidates are familiar with perfect squares, they can use that knowledge to help them find estimate the answer.

Since 42 is 16 and 52 is 25. That means the square root of 20 is greater than 4, but less than 5. In this case, there is only one answer choice that meets those criteria.

Answer Choice (4) 4.5

4

2

x

10. Square Roots

Example 2


Calculation Quick Tips• Replace a variable with a REASONABLE number, then test the

alternatives.

• Be able to find 10% of ANY number.

• Try to think of reasonable (or unreasonable) answers for questions, particularly those involving fractions.

• Try alternate means of calculation, particularly testing the alternatives (best on Part I).

• Remember that exponents are powers, and that a negative exponent in scientific notation indicates a small decimal number

• Be able to access the square root on the calculator; alternately, have a sense of the size of the answer.

Areas that were most difficult for students who missed the cut score on the GED Mathematics Test were:

• Transitioning between text and graphics• Comparing graphs• Interpreting table data for computation• Selecting table data for computation• Interpreting values on a graph

Let’s look at one quick example.

Graphs & Tables


Results of Internet Purchase Survey

0 14

1 22

2 39

3 25

What was the total number of internet purchases made by the survey respondents?

(1)86 (2)100 (3)106 (4)175 (5)189

This problem requires that students read the graphic and then perform the following calculation:

(0 x 14) + (1 x 22) + (2 x 39) + (3 x 25) =0 + 22 + 78 + 75 = 175

Graphs and Tables

Example


Number of Number of Purchases Respondents

Graphs & Tables Quick Tips

• Have candidates find examples of different types of graphs.

• Have candidates create questions for their graphics and/or those of others.

• Develop the capacity to translate from graphics to text as well as text to graphics.

• Develop the capacity to select pertinent information from the information presented.

• To reinforce the need to read and interpret scales, present graphs without scales or without units.

The GED Language Arts, Writing Test, Part I

• The GEDTS identified the 20 most frequently missed questions on three test forms.

• A total of 60 questions were examined, representing 40% of the total items on the test forms.

• The most missed question analysis focused on the performance of two groups of candidates:

• Candidates at or near the passing score• Candidates +/- 2 SEM below the passing score

Performance Differences Between Groups

0

0.1

0.2

0.3

0.4

0.5

Org

.SS

Usg.

Mec

h.

% A

nsw

erin

g C

orr

ectl

y

Near

Below

• In the Near group, candidates seemed to have the greatest difficulty with organization and usage.

• In the Below group, candidates found all content skills to be equally difficult.

• The Near group answered approximately 20% more items correctly.

Problem AreasCandidates in both groups struggled on skills in the four content categories:

1. Organization2. Sentence Structure3. Usage4. Mechanics

Organization

• Organization focuses on a candidate’s understanding of the text as a whole. Questions require candidates to make decisions about the unity, clarity, and coherence of a passage.

• Candidates are required to make decisions about how to revise the text. In order of difficulty, they must choose from the following operations:

1. Remove text

2. Add text

3. Move text

4. Divide text

Read the passage on the following screen to evaluate organization questions.

(A)(1) I am pleased to announce to all of you that Metalcraft is becoming even more friendly to the environment. (2) As you know, this company has always been concerned about environmental issues. (3) But now we are expanding our efforts.

(B)(4) Partnering with several conservation groups, we will clean up the Beechtree River. (5) The state has agreed to stock the river with trout as soon as the water quality improves. (6) Of course, fish is better for you than red meat. (7) We’re also looking for volunteers to help work on the wetlands project. (8) We need people now to help build the ponds, and over the long term to monitor water quality.

(C)(9) There will be no more disposable foam coffee cups here. (10) We’re providing ceramic coffee mugs for everyone. (11) At the cost of a few minutes to wash out your cup each day, you’ll be eliminating tons of landfill garbage. (12) We’re using unbleached coffee filters and paper towels to avoid adding more poisonous dioxin to the atmosphere. (13) We’re also going to reduce the amount of energy we use for heating and air conditioning.

(D)(14) You won’t freeze in August because the air conditioner is set too cold. (15) In conclusion, let me say thank you to everyone who is ready to put up with a few small inconveniences to yield big improvements. (16) My goal is to see Metalcraft become one of the most environment-friendly companies in the United States. (17) With your help, I know we can reach that goal.

Organization

Sample Passage

Top 50 Writing Skills for GED Success, pages 72-75

1. Remove Text

Removing text is the operation which posed the most difficulty for candidates.

Removing text improves the unity of the paragraph. Sentences that do not support the main idea of a paragraph need to be removed.


Sentence 6: Of course, fish is better for you than red meat.

Which revision should be made to sentence 6 to improve paragraph B?

(1) move sentence 6 to the beginning of paragraph B(2) move sentence 6 to the end of paragraph B(3) move sentence 6 to follow sentence 4(4) remove sentence 6(5) move sentence 6 to follow sentence 7

1. Remove Text

Example


The correct answer to the question is

(4) remove sentence 6

Paragraph B discusses Metalcraft’s initiatives to clean up the local river and wetlands. Sentence 6 discusses the nutritional value of fish versus red meat. Sentence 6 does not support the main ideas of paragraph B.

In order to answer this question correctly, candidates would need to be able to identify the main idea and find supporting details.

1. Remove Text

Example


Adding text asks candidates to choose a sentence that could be inserted at the beginning of a paragraph. Questions that require adding text are assessing the candidate’s understanding of topic sentences and main ideas.

2. Add Text


Which sentence would make the best topic sentence for paragraph C?

(1) We advise you to cut back on the amount of coffee you drink.

(2) We’ll also be making small changes in the workplace to help the environment.

(3) We’ll also be changing the workplace.

(4) Do you know how bad foam cups are for the environment?

(5) The process of bleaching paper creates deadly dioxin.

2. Add Text

Example



(2) We’ll also be making small changes in the workplace to help the environment.

Answer choice (2) presents the best topic sentence. This sentence is related to, and supported by, all of the following sentences in the paragraph.

In order to answer this question correctly, candidates would need to be able to recognize the implied main idea. They would also need to know how to write effective topic sentences.

2. Add Text

Example


Moving text requires candidates to identify the logical order of sentences within a paragraph. Moving text improves a paragraph’s coherence.

3. Move Text


3. Move Text

Example

Which revision should be made to sentence 14 to improve paragraph (D)?

(1) move sentence 14 to the end of paragraph (C)

(2) move sentence 14 to the end of paragraph (D)

(3) remove sentence 14

(4) move sentence 14 to follow sentence 9

(5) move sentence 14 to follow sentence 15



(1) move sentence 14 to the end of paragraph (C)

Answer choice (1) presents the best location for sentence 14. This sentence is related to the main idea and supporting details of paragraph (C).

In order to answer this question correctly, candidates would need to understand paragraph coherence.

3. Move Text

Example


Dividing text requires candidates to understand paragraph unity. If candidates can locate two main ideas within one paragraph, they need to determine the most effective place to separate the text into two paragraphs.

4. Divide Text


4. Divide Text

ExampleModified Sample Passage for Dividing Text

(C)(9) There will be no more disposable foam coffee cups here. (10) We’re providing ceramic coffee mugs for everyone. (11) We’re also using unbleached coffee filters and paper towels to avoid adding more poisonous dioxin to the atmosphere. (12) In conclusion, let me say thank you to everyone who is ready to put up with a few small inconveniences to yield big improvements. (13) My goal is to see Metalcraft become one of the most environment-friendly companies in the United States.

Which revision would improve the effectiveness of the memo?

Begin a new paragraph with(1) sentence 10(2) sentence 11(3) sentence 12(4) sentence 13


5. Divide Text

Example


(3) sentence 12

Sentence 12 begins with a transition, In conclusion, which signals that the writer is beginning a new idea, specifically an idea that involves drawing conclusions based on what has been presented in the preceding paragraphs.

In order to answer this question correctly, candidates need to understand main ideas.


Organization Notes

• Candidates need to distinguish between effective and ineffective paragraphs by understanding topic sentences, unity, and coherence.

• Difficulty with organization problems indicate problems with higher order operations involving analysis and synthesis.

• An additional problem area identified by the GEDTS is determining when the sentence or paragraph is “correct as written,” particularly for candidates in the near group.

Sentence Structure

• Sentence structure questions assess candidates’ abilities to analyze part of an existing text and create new, more effective sentences.

• Sentence structure problem areas include, in order of difficulty:

1. Construction shift

2. Subordination

3. Run-on sentences

4. Clarity

5. Fragments

Sentence Structure

What types of sentence structure items did candidates find most difficult?

1 1

4 4

7

6

3 3

7

5

2

1

0

1

2

3

4

5

6

7

Fragment Run on Subord. Clarity Const. Shft. No error

Near

Below

1. Construction Shift

Example

Sentence 8: In addition, I am on the Internet quite often to do research, and my children use the Internet for research too.

If you rewrote sentence 8 beginning with

In addition, both my children and I

The next words should be

(1) , on the Internet, quite often do(2) study the Internet(3) are on the Internet(4) were on the Internet(5) will be on the Internet



(3) are on the Internet

Since the speaker and his children are doing the same thing on the Internet, this revision uses a compound subject to eliminate repetition. It also uses the present tense and the plural form of the verb, which correctly corresponds to the compound subject created by the revision.

The revised sentence would read:

In addition, my children and I are on the Internet quite often to do research.

1. Construction Shift

Example


2. Subordination

Example

Sentences 1 and 2: I propose that we hire a designer and a builder. They could develop the fenced area in the back of the building.

The most effective combination of sentences 9 and 10 would include which group of words?

(1) Although I propose

(2) While I propose

(3) builder, which develop

(4) builder to develop

(5) build, they could



(4) builder to develop

Answer choice (4) combines the two sentences by making the second sentence an infinitive phrase. This helps the author explain why she wants to hire a designer and a builder.

The combined sentences would read:

I propose we hire a designer and a builder to develop the fenced area in the back of the building.

2. Subordination

Example


3. Run-On Sentences

Example

Nothing is more frustrating than having your car break down it can ruin your entire day.

Which correction should be made to sentence 1?

(1) replace down it with down. It

(2) replace break with brake

(3) change break to broke

(4) insert a comma after down

(5) no correction is necessary



(1) replace down it with down. It

Option (1) fixes the run-on sentence by dividing it into two separate sentences.

The corrected sentences read:Nothing is more frustrating than having your car break down. It can ruin your entire day.

3. Run-On Sentences

Example


4. Clarity

Example

Driving home from work, a dog ran across the highway in front

of his car.

Which is the best way to rewrite the underlined portion of this sentence? If the original is the best, choose option (1).

(1) work, a dog ran

(2) work a dog ran

(3) work, Marcus saw a dog run

(4) work, Marcus ran

(5) work ran



(3) work, Marcus saw a dog run

As written, the sentence seems to say that the dog was driving home from work and ran across the road. Option (3) clarifies the sentence by giving the modifier a logical word to describe.

The corrected sentence reads:

Driving home from work, Marcus saw a dog run across the highway in front of his car.


4. Clarity

Example

The campaign is an important time for the company to get new customers. Which we need to increase income.

Which is the best way to write the underlined portion of these sentences? If the original is the best way, choose option (1).

(1) customers. Which we

(2) customers, so we

(3) customers where we

(4) customers, which we

(5) customers

5. Fragments

Example



(4) customers, which we

Option (4) is correct because it correctly uses the comma to join the second sentence, which is a relative clause that cannot stand on its own, with the first sentence.


The campaign is an important time for the company to get new customers, which we need to increase income.

5. Fragments

Example


Usage

Usage questions assess candidates’ abilities to use correct verb and pronoun forms.

Areas of difficulty include

1. Verb Form

2. Subject-Verb Agreement

3. Double Negative

4. Pronoun Reference

1. Verb Form

Example

In some cases, workers losing a day or more of work because their computer’s hard drive crashed.

Which correction should be made to the sentence?

(1) change losing to has lost

(2) change losing to had losing

(3) change losing to are losing

(4) change crashed to has crashed

(5) changed crashed to crashing



(3) change losing to are losing

Option (3) is correct because this option fixes the sentence fragment by providing a complete verb that is formed correctly.


In some cases, workers are losing a day or more of work because their computer’s hard drive crashed.

1. Verb Form

Example


A trained museum guide always help teachers plan their visits.

Which is the best way to write the underlined portion of this sentence? If the original is the best way, choose option (1).

(1) help

(2) helps

(3) helping

(4) has helped

(5) are helped


Example



(2) helps

Option (2) is correct because the singular verb helps agrees with the singular subject guide.


A trained museum guide always helps teachers plan their visits.


Example


I didn’t hardly ever do anything fun while I lived in that city. After a few months, I moved back to this city, where I know more people.


(1) change didn’t hardly ever do to hardly ever did

(2) change that to those

(3) change this to that

(4) change more to most


3. Double Negative

Example


(1) change didn’t hardly ever do to hardly ever did

Option (1) is correct because didn’t hardly ever do is a double negative.

The corrected sentences read:

I hardly ever did anything fun while I lived in that city. After a few months, I moved back to this city, where I know more people.

3. Double Negative

Example

Somebody lost their keys at the drugstore. The manager will give the keys to the person who claims them.

Which correction should be made to these sentences?

(1) change their to his or her

(2) change their to my

(3) change them to him or her

(4) change them to it



Example

Top 50 Writing Skills for GED Success, pages 46-49, 52-53


(1) change their to his or her

Option (1) is correct because somebody is always a singular pronoun. Their is plural. Somebody can be either male or female, so use his or her.


Somebody lost his or her keys at the drugstore. The manager will give the keys to the person who claims them.


Example


Mechanics

Mechanics assess candidates’ abilities to use correct punctuation, capitalization, and spelling.

The most often missed mechanics questions come from the following content areas:

(1) Homonyms

(2) Overuse of Comma

(3) Comma in a Series

(4) Comma in an Introductory Clause

(5) Comma in an Appositive

(6) Apostrophe

How can you buy the right won?

Which correction should be made to this sentence?

(1) replace you with You

(2) replace buy with by

(3) replace right with write

(4) replace won with one


1. Homonyms

Example



(4) replace won with one

Option (4) is correct because the noun one is needed in this place, not the past tense form of the verb win, won.


How can you buy the right one?

1. Homonyms

Example


Your son or daughter, might like to participate in an organized sport, such as after-school soccer.


(1) remove the comma after daughter

(2) insert a comma after participate

(3) remove the comma after sport

(4) insert a comma after school


2. Overuse of Comma

Example



(1) remove the comma after daughter

Option (1) is correct because a comma is not needed between the subject (Your son or daughter) and the verb (might like). The comma is needed after sport.


Your son or daughter might like to participate in an organized sport, such as after-school soccer.

2. Overuse of Comma

Example


Do you crave granola corn flakes raisin bran or oatmeal at different times of the day?

Which is the best way to write the underlined portion of this sentence? If the original is the best way, choose option (1).

(1) granola corn flakes raisin bran or oatmeal

(2) granola, corn, flakes, raisin, bran, or, oatmeal

(3) granola, corn flakes, raisin bran, or oatmeal

(4) granola, corn, flakes, raisin, bran or oatmeal

(5) granola, corn flakes, raisin bran or oatmeal

3. Comma in a Series

Example



(3) granola, corn flakes, raisin bran, or oatmeal

Option (3) is correct because it correctly uses commas to separate the items in the list.


Do you crave granola, corn flakes, raisin bran, or oatmeal at different times of the day?

3. Comma in a Series

Example


Before or after a concert or a play enjoy a meal, a snack, or a delicious dessert.


(1) insert a comma after Before

(2) insert a comma after concert

(3) insert a comma after play

(4) remove the comma after meal

(5) remove the comma after snack

4. Comma in an Introductory Clause

Example



(3) insert a comma after play

Option (3) is correct because Before or after a concert or a play is an introductory prepositional phrase that should be followed by a comma.


Before or after a concert or a play, enjoy a meal, a snack, or a delicious dessert.

4. Comma in an Introductory Clause

Example


The grace period, usually 30 days, is the time you have to pay the charges before interest starts.


(1) remove the comma after period

(2) remove the comma after days

(3) insert a comma after have

(4) insert a comma after charges


5. Comma in an Appositive

Example




Option (5) is correct because no changes are needed to the correct the sentence. Commas are needed to set off the appositive, usually 30 days.


The grace period, usually 30 days, is the time you have to pay the charges before interest starts.

5. Comma in an Appositive

Example


Also on the agenda is the discussion of the cities plan for its annual back-to-school parade.


(1) replace cities with cities’

(2) replace cities with city’s

(3) replace cities with citys’

(4) replace its with it’s


6. Apostrophe

Example



(2) replace cities with city’s

Option (2) is correct because a singular possessive is needed in this sentence. Only one city sponsors the parade.


Also on the agenda is the discussion of the city’s plan for its annual back-to-school parade.

6. Apostrophe

Example


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Most Frequently Missed Questions on the 2002 GED ® Mathematics and Language Arts, Writing Tests.

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