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**Independent School Entrance Exam
**

220 east 42nd Street

O

new York, nY 10017

1-800-989-3721

O

www.iseetest.org

An ERB test.

LoWer LeveL

candidates for grades 5 and 6

The only authorized guide produced by ERB

WHAT TO EXPECT ON THE ISEE

A PREPARATION BOOK FOR STUDENTS AND

THEIR PARENTS

Lower Level

Newly revised 2009

Copyright © 2009 by Educational Records Bureau. All rights reserved. No part of this book may be

reproduced, redistributed, or transmitted in any form or by any means, electronic, manual,

photocopying, recording or by any information storage and retrieval system, without prior written

permission of the Educational Records Bureau.

Dear Student,

You are probably going to be taking the Independent School Entrance Exam (ISEE) sometime soon, and

we hope that this book will help you in preparing for this experience.

This book is intended to help you become familiar with the ISEE. The questions that you will see in the

“Sample Test Questions” and the “Practice Test” sections are not the same questions that you will find

on the real test, but they are similar to those questions and have been written by the same people who

wrote the actual ISEE. You will also have a chance to become familiar with the exact directions on the

test. Even the answer sheets we have included are the same!

Please be sure to read the test directions on page 69 and the explanation of your score report on

pages 119–125, since the ISEE may be different from other tests you have taken in the past.

We hope that after spending some time with this book, you will know more about what to expect on

your test day and feel comfortable with the types of questions, the directions, and the answer sheet on

the ISEE. We wish you and your family the best of luck as you embark on this exciting educational

adventure.

With warm regards,

The ISEE Staff

What to Expect on the ISEE Table of Contents

5

Table of Contents

Introduction to the ISEE 9

Background Information........................................................................................................................10

What Is the ISEE?..............................................................................................................................10

How Does a Student Arrange to Take the ISEE? ..............................................................................10

What Types of Questions Are on the ISEE?......................................................................................11

Information for Students........................................................................................................................13

Why Is the ISEE Required? ...............................................................................................................13

What Happens to My Scores?............................................................................................................13

How Will This Book Help Me? .........................................................................................................13

Information for Adults ...........................................................................................................................14

How This Book Can Help Your Student Prepare for the ISEE.........................................................14

How You Can Help Your Student Prepare for the ISEE...................................................................14

Reminders for Your Student ..............................................................................................................14

Frequently Asked Questions ..............................................................................................................15

Sample Test Questions and Essay 21

Verbal Reasoning...................................................................................................................................22

Synonyms...........................................................................................................................................23

Sentence Completion .........................................................................................................................25

Quantitative Reasoning..........................................................................................................................27

Numbers and Operations....................................................................................................................28

Algebraic Concepts............................................................................................................................31

Geometry............................................................................................................................................33

Measurement......................................................................................................................................35

Data Analysis and Probability ...........................................................................................................37

Reading Comprehension........................................................................................................................39

Mathematics Achievement ....................................................................................................................43

Numbers and Operations: Whole Numbers .......................................................................................45

Numbers and Operations: Decimals, Percents, Fractions..................................................................47

Algebraic Concepts............................................................................................................................49

Geometry............................................................................................................................................51

Measurement......................................................................................................................................53

Data Analysis and Probability ...........................................................................................................55

Writing the Essay...................................................................................................................................57

Tips for Writing the Essay .................................................................................................................58

Sample Essay Topics .........................................................................................................................59

What to Expect on the ISEE Table of Contents

6

Practice Test 67

Using the Practice Test ..........................................................................................................................68

Test Directions.......................................................................................................................................69

Verbal Reasoning Practice Test .............................................................................................................70

Quantitative Reasoning Practice Test ....................................................................................................76

Reading Comprehension Practice Test ..................................................................................................86

Mathematics Achievement Practice Test...............................................................................................96

Essay Practice Test ..............................................................................................................................104

Scoring the Practice Test 107

Step-by-Step Directions.......................................................................................................................108

Finding Your Raw Score .................................................................................................................108

Finding Your Scaled Score ..............................................................................................................109

Finding Your Quartile Score............................................................................................................109

Reviewing Your Essay.....................................................................................................................109

ISEE Practice Test Answer Keys.........................................................................................................111

Verbal Reasoning Answer Key........................................................................................................111

Quantitative Reasoning Answer Key...............................................................................................112

Reading Comprehension Answer Key.............................................................................................113

Mathematics Achievement Answer Key..........................................................................................114

Practice Test Conversion Tables and Percentiles (Quartiles)..............................................................115

Verbal Reasoning Conversion Table ...............................................................................................115

Quantitative Reasoning Conversion Table ......................................................................................116

Reading Comprehension Conversion Table ....................................................................................117

Mathematics Achievement Conversion Table .................................................................................118

Understanding the Individual Student Report (ISR) 119

Sample Individual Student Report (ISR) .............................................................................................120

Test Profile (ISR).................................................................................................................................121

Scaled Scores ...................................................................................................................................122

Percentile Rank ................................................................................................................................122

Stanine..............................................................................................................................................122

Stanine Analysis...............................................................................................................................123

Analysis ...............................................................................................................................................123

Verbal Reasoning.............................................................................................................................124

Quantitative Reasoning....................................................................................................................124

Reading Comprehension..................................................................................................................124

Mathematics Achievement...............................................................................................................125

Conclusion ...........................................................................................................................................125

What to Expect on the ISEE Table of Contents

7

Appendices 126

Appendix A: ISEE Content and Specifications ...................................................................................127

Verbal Reasoning.............................................................................................................................127

Quantitative Reasoning....................................................................................................................128

Reading Comprehension..................................................................................................................129

Mathematics Achievement...............................................................................................................130

Essay ................................................................................................................................................131

Appendix B: Answer Sheet..................................................................................................................132

Index 137

8

9

INTRODUCTION

TO THE

LOWER LEVEL

What to Expect on the ISEE Introduction to the ISEE

10

Background Information

What Is the ISEE?

The Independent School Entrance Exam (ISEE) is an admission test developed by the Educational

Records Bureau (ERB) for its member schools as part of their admission process. The ISEE was created

by Measurement Incorporated, Durham, NC, and ERB, with assistance from faculty of ERB member

schools.

The current edition has been updated to include educational assessment best practices and to align with

national standards in English and mathematics as articulated in standards adopted by the National

Council of Teachers of English (NCTE) and the National Council of Teachers of Mathematics (NCTM).

Nearly two-thirds of the questions on the ISEE were developed by ERB-member faculty and

administrators from a cross section of independent schools across the United States under the direction

of test development specialists at Measurement Incorporated.

The ISEE is the admission test of choice for many independent schools throughout the country and

abroad. Test sites are available in numerous cities during the admission testing season. The ISEE

consists of five sections at three levels designed to measure the verbal and quantitative reasoning and

achievement of students in grades 4–11 seeking admission to grades 5–12 in independent schools.

Students seeking admission to grades 5 or 6 take the Lower Level; students seeking admission to

grades 7 or 8 take the Middle Level; and students seeking admission to grades 9–12 take the

Upper Level.

It is important to note that the ISEE may not be taken for practice; it may be taken only for the purpose

of providing scores to participating schools as part of the admission process. An applicant may take the

ISEE only once per admission season or six month window.

The five sections that make up the ISEE are (in order of testing): Verbal Reasoning, Quantitative

Reasoning, Reading Comprehension, Mathematics Achievement, and an Essay which is written by

the student in response to a given writing prompt. Each section is designed to tap into a unique aspect of

a student’s preparation for academic work.

The first four sections consist entirely of multiple-choice questions. Results are reported in percentile

ranks; that is, each student’s performance is measured against a norm group made up of students

applying to independent schools in the same grade who have tested over the past three years. The essay

is not scored but sent directly to the school(s) to which the student has applied, along with the score

report. More will be said about how the test is scored on pages 18–20.

How Does a Student Arrange to Take the ISEE?

Students may take the ISEE in one of the following ways:

1. The ISEE is given by consortia of schools in cities throughout the United States where schools

have joined together and have chosen to use a common entrance test program.

2. The ISEE is given at individual school test sites at a wide variety of schools throughout the

country and abroad and on a number of test dates.

What to Expect on the ISEE Introduction to the ISEE

11

3. The ISEE is given at the ERB office in New York and at offices in other parts of the country and

abroad.

4. Arrangements for testing with accommodations and for administrations in remote locations may

be made with the ISEE Executive Director. For more information, contact:

Educational Records Bureau

220 E. 42nd Street, Suite 100

New York, NY 10017

800-989-3721, ext. 9812

www.erblearn.org

Complete registration information may be found in the ISEE Student Guide, which is updated each year

and is available from the independent schools who administer the test. For online registration

information, visit www.erblearn.org.

What Types of Questions Are on the ISEE?

The first four sections are composed of multiple-choice questions. The fifth section, the essay, is not

scored but requires the student to respond to a preselected writing prompt.

The first two sections, Verbal Reasoning and Quantitative Reasoning, measure the applicant’s

reasoning ability.

- The Verbal Reasoning test consists of two types of items: vocabulary and sentence completion.

Each vocabulary item consists of an abstract, grade-level appropriate word followed by four

potential answer choices. Each sentence completion item consists of a sentence with one word or

phrase missing followed by four potential answer choices. A student must select the word or

phrase that most appropriately completes the context of the sentence.

- At the Lower Level, the Quantitative Reasoning test consists of word problems.

The word problems differ somewhat from traditional mathematics achievement items in that

some of them require either no calculation or simple calculation.

The next two sections, Reading Comprehension and Mathematics Achievement, measure the

applicant’s ability to correctly answer curriculum-based concepts that are appropriate at that grade level

according to curriculum standards adopted by the National Council of Teachers of English and the

National Council of Teachers of Mathematics.

- In order to determine a student’s reading comprehension skills, in the Reading Comprehension

section, the student is asked to read a passage and then answer items specific to that passage.

The five passages in this section are age-appropriate and length-appropriate. Each passage is

especially written to contain contemporary information and to be of high interest to students in

upper elementary grades. The passages cover a variety of subject areas including arts,

contemporary life, history, and science.

What to Expect on the ISEE Introduction to the ISEE

12

- Mathematics Achievement items conform to national mathematics standards and ask the

student to identify the problem and find a solution to a problem. The items require one or more

steps in calculating the answer.

The Essay is written by the student in response to a writing “prompt” or topic that is grade-level

appropriate. The prompts rotate throughout the testing season. They are designed to prompt a student to

write an informed essay on a particular topic. As is true of the passages in the Reading Comprehension

section, these prompts have been written for a contemporary feel and a high level of interest to current

students. Each prompt is free of bias, global in scope, and representative of a wide variety of subjects.

Each one is one or two sentences long and asks students to respond to the situation described. Prompts

may relate to the student, to the student’s community, or to the world in general.

ERB does not score the written essay. They send a copy of the essay to the school(s) designated on the

ISEE registration form along with the scores on the rest of the test. They do not send a copy of the essay

to the parents.

What to Expect on the ISEE Introduction to the ISEE

13

Information for Students

Why Is the ISEE Required?

The school you are applying to has requested ISEE scores as part of the overall admissions process. By

requiring an admission test for all students entering the same grade, the school can view one common

item of all applicants. The school looks at many items in conjunction with the ISEE scores, including

your application, your current school records, and possibly an interview. All components of the

admission process, including the ISEE scores, help the school, you, and your family determine the best

school match for you.

What Happens to My Scores?

After you take the ISEE and your answer sheet is scored, ERB will send copies of the scores and the

essay you wrote to the schools that you have chosen, within seven to ten business days. They will send a

copy of your test scores (but not a copy of the essay) to your family.

Reminder: The ISEE may be taken only when making a formal application to a school(s). You may take

the ISEE only once per admission season, and you may not take the ISEE for practice.

How Will This Book Help Me?

Unlike other ISEE test preparation materials, this book was written by the same people who developed

the ISEE. The sample questions and practice test questions in this book include actual questions from

previous versions of the ISEE. Use this book to

- see what the ISEE looks like and how it is structured;

- read sample questions and answers with an explanation of each correct answer choice;

- read the exact directions that you will be given when you take the ISEE;

- take a practice test that has questions like those on the real ISEE; and

- use an answer sheet like the one you will use when you take the ISEE.

We hope that working through this book will make you feel even more confident and prepared when

you take the ISEE because you will know what to expect.

What to Expect on the ISEE Introduction to the ISEE

14

Information for Adults

How This Book Can Help Your Student Prepare for the ISEE

The information in this book offers your student an opportunity to become familiar with all aspects of

the ISEE. It is particularly helpful because the sample questions and practice test questions were either

chosen from previous editions of the ISEE or were written by ERB-member school faculty and

administrators and by experts in test development. Using this book will allow your student to

- read and answer sample questions, check for the correct answers, and then read the explanations

for why the answers are correct;

- take a practice test that contains questions similar to those on the actual ISEE, see a sample

answer sheet that is like the answer sheet on the real test, and read the actual directions he or she

will receive on the day of the test; and

- score the practice test and compare that score with those of other students who took the actual

ISEE.

How You Can Help Your Student Prepare for the ISEE

There are specific ways you may help prepare your student, not only for the ISEE, but for other

standardized tests as well.

- Show confidence in your student’s ability to do well on the ISEE.

- Remind your student that the ISEE is just one piece of information a school will use in its

admission process.

- Mark the test date on your calendar so that both you and your student are aware of the date.

- Make sure that your student gets a good night’s sleep before the test.

- Make sure that your student eats a healthy breakfast before the test.

- Encourage your student to read as part of his or her daily routine. By reading new materials, your

student will be exposed to new concepts and vocabulary.

Reminders for Your Student

Remind your student to employ the following helpful strategies when answering multiple-choice

questions.

- Read the entire question before attempting to answer it.

- Try to answer the question without looking at the choices. Then, look at the choices to see if your

answer is the same as, or close to, one of the choices. Wherever possible, answer choices on this

test are arranged alphabetically, numerically, or by length of the answer to help the student locate

the correct answer more quickly.

- Next, eliminate answers you know are not correct.

- Finally, choose the correct answer. If necessary, make an educated guess from the remaining

choices, since there is no penalty for incorrect responses.

What to Expect on the ISEE Introduction to the ISEE

15

Frequently Asked Questions

Q: Which level of the ISEE does my student take?

A: There are three levels of the ISEE.

- Students currently in grades 4 and 5 (applicants to grades 5 or 6) take the Lower Level.

- Students currently in grades 6 and 7 (applicants to grades 7 or 8) take the Middle Level.

- Students currently in grades 8 and above (applicants to grades 9–12) take the

Upper Level.

Q: Are there multiple versions of the ISEE?

A: At each of the three levels, there are several different, but equivalent, forms. The specific

forms to be used each year will be determined in advance by ERB. These forms are randomly

assigned to the students and are statistically equivalent, regardless of which form was

actually taken by the student.

Q: How is the ISEE structured?

A: Each level and each form of the ISEE has five sections. The sections are administered in the

following order:

- Verbal Reasoning

- Quantitative Reasoning

- Reading Comprehension

- Mathematics Achievement

- Essay

The sections and the essay are explained more fully in the next part of this book.

Q: What can my student expect at the test site on the day of the test?

A: Students will present their verification letter or identification to be checked in upon arrival.

So that your child may concentrate on doing his or her best on the ISEE, schools do not

conduct admission activities or highlight their schools on the day of testing. We know that

testing may be stressful for some students; therefore, the test administrators are teachers or

other school personnel who teach or interact with children on a daily basis. Although test

administrators may not discuss test questions during the test, they give clear test directions,

and your child is encouraged to ask for clarification, if necessary, before beginning each

section of the test.

What to Expect on the ISEE Introduction to the ISEE

16

Q: What types of questions are on the ISEE?

A: The Verbal Reasoning, Quantitative Reasoning, Reading Comprehension, and Math

Achievement sections contain only multiple-choice questions. Each question has four

choices. Only one answer is the correct or “best” answer. The Essay section requires the

student to write an essay in response to a prompt. There are over one hundred writing

prompts (topics) that have been developed for each level of the ISEE. A different topic is

selected by ERB for each test administration throughout the year.

Q: How much time will be allotted for each section of the actual Lower Level ISEE?

A:

TIME ALLOTTED FOR EACH SECTION

ON THE ACTUAL LOWER LEVEL ISEE

Section

Number of

Questions

Time

Allotted

(in minutes)

Verbal Reasoning 34 20

Quantitative Reasoning 38 35

Reading Comprehension 25 25

Mathematics Achievement 30 30

Essay 30

Total Time 140

Each section of the ISEE (excluding the essay) contains several questions that will not be

scored but may be used on future editions of the ISEE.

Q: Are there any scheduled breaks during the test?

A: There are two breaks—one following the Quantitative Reasoning section and another

following the Math Achievement section. Each break is five minutes long.

Q: I am confused by these acronyms: ERB, ISEE, CTP. Didn’t my student take one of

these already this year?

A: The Educational Records Bureau (ERB) oversees both the Independent School Entrance

Exam (ISEE) and the Comprehensive Testing Program (CTP). The ISEE is a test designed to

help admission directors at selected public and independent schools decide who will be

accepted for admission to their schools, while the CTP is a battery of tests designed to collect

information about student achievement for students currently enrolled in grades 1–10.

What to Expect on the ISEE Introduction to the ISEE

17

Both the ISEE and the CTP test student abilities in Verbal Reasoning, Reading

Comprehension, Quantitative Reasoning, and Mathematics. They also contain similar types

of items. Therefore, it is quite possible that your student may be somewhat familiar with the

types of questions on the ISEE if he or she has previously taken the CTP. However, it is

important to note that there is no repeat of specific items between the two tests. The ISEE is

unique in that it is used for admission purposes only and its norms are based only on

applicants to independent schools.

Q: Are there other books or programs that might help my student improve on the ISEE?

A: This is the only book approved by ERB. It was written in conjunction with the test developer,

Measurement Incorporated. This book contains current and accurate information.

Since this book was written by the developer of the actual test, the sample questions and

practice test questions were chosen to accurately reflect the format and the kinds of content

your student will see on the actual ISEE. You may see programs or materials advertised that

claim to help; however, none of them are approved by ERB, nor can they claim the intimate

knowledge of the actual test questions used on this edition.

Q: What materials does my student need to bring to the actual ISEE?

A: Students should bring four #2 pencils and two pens with either blue or black ink. Students

may choose to use erasable ink.

Q: Are there materials that my student is prohibited from using during the ISEE?

A: Most materials other than writing implements are prohibited. Specifically, scrap paper,

calculators, calculator watches, rulers, protractors, compasses, dictionaries, and

thesauruses are NOT permitted during the actual test.

Cell phones and other electronic devices (iPods, MP3s, beepers, etc.) are not permitted

at the test site and must not be brought into the testing room. If a student uses any of these

items during the exam, his or her exam will be invalidated, and the student may not retest for

another six months. Since students are not permitted to use these devices on the actual test, it

is recommended that they avoid using them when they answer the sample test questions or

take the practice test. A certain number of these restrictions may be waived for students who

receive testing accommodations due to documented disabilities.

Q: Are testing accommodations made if my student requires them?

A: Accommodations may be made for students with documented learning differences or

physical challenges. Accommodation use in school and supporting documentation of the

disability are required. For more information and the “Testing with Accommodation”

brochure, visit the ERB Web site at http://www.erblearn.org/pages/Non_Stand_ISEE.html.

What to Expect on the ISEE Introduction to the ISEE

18

Q: Will my student be penalized for a wrong answer? Is it appropriate to guess?

A: Scores are based on the number of correct answers. If the student can eliminate at least one of

the choices, he or she should make an educated guess from the choices that remain. A wrong

answer and an omitted answer count the same. However, it is better to move ahead to the

next item and return to the puzzling one later. No student is expected to answer all questions

correctly.

Q: How is my student compared to other students taking the ISEE?

A: Your student is compared only to other independent school applicants who tested for the

same grade during the past three years. Your student is not compared to students applying to

a different grade who are taking the same level of the test. The percentile ranking on the

score report shows how your student scored in comparison to the other students applying to

the same grade. The group of students who take the ISEE—the ISEE norming population—is

a very select group of students who are applying to competitive schools. Therefore, ISEE

percentile ranks are generally lower—anywhere from 10 to 40 percentile points lower—than

those on other tests that use national norms. The schools that use the ISEE are familiar with

ISEE scores and the group of students taking the ISEE. You may wish to check with the

school(s) to which you are applying to learn the range of ISEE scores expected for applicants

to their school(s).

Q: How soon will I receive my student’s scores?

A: Your student will receive his or her scores on an Individual Student Report by mail in

approximately seven to ten business days after the exam.

Q: What is the raw score?

A: A raw score represents the number correct. If a student got 23 items correct—say on a test of

40 questions—then the raw score is simply 23.

Q: What does the scaled score mean?

A: A scaled score is a raw score that has been converted to a different numerical scale, e.g.,

200–800. The raw score scale ranges from 0–maximum score, while the scaled score range

consists of higher numbers with a somewhat arbitrary minimum and maximum score. The

range of scaled scores on the ISEE is 760–940.

Q: To whom is my student being compared on his or her score report?

A: As stated previously, your student is compared only to other independent school applicants

who have applied to the same grade during the past three years. There is no comparison

specifically to other students who took the test at the same test site or to other applicants who

tested on the same day.

What to Expect on the ISEE Introduction to the ISEE

19

Q: What is a “good” percentile score?

A: The notion of “good” is relative and may only be defined by the specific school. Please check

with them for more information on how each plans to use the scores from the ISEE in their

admission process.

Q: What is a stanine ?

A: A stanine score is simply another scale and is based on percentile ranks. Percentile ranks

range from 1–99, while stanines range from 1–9. In general, a stanine score of 1–3 is below

average, 4–6 is average, and 7–9 is above average.

Percentile

Rank

Stanine

1–3 1

4 –10 2

11–22 3

23–39 4

40–59 5

60–76 6

77–88 7

89–95 8

96–99 9

Q: Are my student’s scores good?

A: Each school uses the scores on the ISEE as part of the total application process and according

to its own criteria. Thus, there is no way to determine a “good” or “bad” score. Each school

will use several pieces of information about your student as it evaluates his or her

application. These may include the student’s academic record (report card, transcript, etc.),

teacher recommendation(s), notes from a personal interview, and extracurricular activities

and interests.

Q: How will I know if my student passed or failed?

A: Students do not pass or fail the ISEE. There is no cutoff point that determines pass/fail

status or divides students into these two groups. There is no cutoff (or pass/fail) score

recommended by ERB.

Q What are the schools looking for?

A: Each independent school determines who is admitted based on a variety of criteria. Each

school usually has a range of scores that, from experience, indicates if an applicant is likely

to be a good fit at the school. Check with the schools to which your student is applying for

more information. Remember, there are many pieces of information used in selecting

applicants, and your student’s score on the ISEE is only one of these.

What to Expect on the ISEE Introduction to the ISEE

20

Q: How does the ISEE compare with other tests?

A: Each standardized test has its own characteristics. There is no available formal comparison

between the ISEE and other national tests such as the Iowa Test of Basic Skills, the

Stanford 9, or other similar testing instruments.

Q: How is the essay scored?

A: The essay is not scored. However, a copy is sent to the school(s) to which a student sends

score reports as indicted on the registration. Evaluation is based on each individual school’s

criteria.

21

SAMPLE TEST

QUESTIONS AND ESSAY

LOWER LEVEL

What to Expect on the ISEE Sample Test Questions – Verbal Reasoning

22

Verbal Reasoning

(Section 1)

The ISEE has a Verbal Reasoning section that is composed of two different kinds of questions:

synonyms and sentence completions. Both kinds of questions test your vocabulary and reasoning ability.

Synonym questions focus on word recognition, since the correct answer choices are those that have the

same meaning or are closest in meaning to the word in the question. Synonyms also test your ability to

reason, because you must choose the word that is closest in meaning to the word in the question from

among four answer choices.

Strategy: Since the answer choices are listed in alphabetical order, think of a word that first comes to

mind when you read the synonym and then look for it (or a word like it) in the list.

Sentence completion questions measure your ability to understand words and their function. Correct

answers are based on clues that appear in the context of the sentence. In the Lower Level ISEE, the

sentence completion answer choices are words or short phrases that logically complete a sentence.

Strategies:

- Read each sentence to get the overall meaning.

- Focus on key words or clue words in the question to help you determine the correct answer.

- Mentally fill in the blank with your own answer and then find the answer choice that is closest in

meaning to your own answer.

- Remember that there is almost always a word or phrase that obviously points to the correct

answer.

- Use word clues such as although, because, if, since, or therefore to help you figure out the

relationships in the sentence.

- After you choose your answer, go back and reread the whole sentence to be sure that it makes

sense.

What to Expect on the ISEE Sample Test Questions – Verbal Reasoning

23

Synonyms

Sample Questions

Directions: Answer the following sample questions by selecting the word that is most nearly the same in

meaning as the word in capital letters. Darken the circle for your answer choice in the sample answer

sheet at the bottom of the page. After you finish answering the questions, turn to the next page and

evaluate your answers.

1. TASK

(A) chore

(B) debt

(C) dream

(D) fight

2. HARDSHIP

(A) anger

(B) difficulty

(C) disrespect

(D) selfishness

3. PERPLEXED

(A) alarmed

(B) disgraced

(C) embarrassed

(D) puzzled

Students should be able to

- recognize many of the vocabulary words found on elementary and middle school

graded word lists; and

- select the word from the answer choices that is closest in meaning to the word in

question.

What to Expect on the ISEE Sample Test Questions – Verbal Reasoning

24

Answers to Sample Questions

1. TASK

You are to select the answer choice that is closest in meaning to the word “task.” “Task” is a noun

that means a definite piece of work, an assignment, or a duty. Debt is not a task, and the other two

answer choices (dream and fight) reflect choices of how you might spend your time. Answer choice

(A), chore, is the only choice that is related to completing a duty, assignment, or piece of work and

is therefore the correct answer, since it is the only choice that is a synonym for “task.”

2. HARDSHIP

“Hardship” is a noun that has several related meanings such as discomfort, distress, catastrophe, or

disaster. A hardship may cause suffering or require extra effort to achieve a goal (as in “The

earthquake victims suffered great hardship when they lost all their possessions.”). Choice (B),

difficulty, is the correct answer because it is the only answer choice that expresses one of these

meanings.

3. PERPLEXED

“Perplexed” means confused or filled with uncertainty (as in “Susan was perplexed when she could

not find her sweater where she thought she had left it.”). Choice (D), puzzled, is the correct answer.

What to Expect on the ISEE Sample Test Questions – Verbal Reasoning

25

Sentence Completion

Sample Questions

Directions: Answer the following sample questions. Select the word or phrase that most correctly

completes the sentence. Darken the circle for your answer choice in the sample answer sheet at the

bottom of the page. After you finish answering the questions, turn to the next page and evaluate your

answers.

Note: To assist you in finding the right answer among the answer choices, one-word answers are listed

alphabetically, and phrases are ordered by length.

1. Because they may not have access to immediate medical attention, hikers in Arizona desert areas

must be careful to avoid scorpions, Gila monsters, rattlesnakes, and other ------- creatures.

(A) graceful

(B) hideous

(C) poisonous

(D) unusual

2. The best-selling author dedicated his new book to his wife to ------- the contribution she had made

to his success.

(A) acknowledge

(B) approximate

(C) donate

(D) fathom

3. Unlike Maria, who was always early to class, Kristen -------.

(A) often arrived after the tardy bell had rung

(B) sometimes brought her lunch in her backpack

(C) usually turned in her homework before it was due

(D) generally walked to school instead of riding the bus

Students should be able to

- use context clues to select the word or phrase that correctly completes the sentence.

What to Expect on the ISEE Sample Test Questions – Verbal Reasoning

26

Answers to Sample Questions

1. Your task here is to use context clues to select a word that describes a list of animals. You are told

that hikers avoid these animals because medical help may be difficult to find in the desert. Since

being bitten by a poisonous animal may require one to seek medical attention, choice (C),

poisonous, is the correct response. The other answer choices do not logically complete the thought

expressed in the sentence.

2. This question asks you to select the word that best describes the reason the author dedicated his new

book to his wife. He wants her contribution to his success to be recognized; therefore, answer choice

(A), acknowledge, is the correct response.

3. Your task in this question is slightly different from your task in the previous questions. Instead of

looking for a single word, you are looking for a whole phrase that is the logical conclusion to the

information presented in the first part of the sentence. The word “unlike” suggests that Kristen’s

actions will be opposite those of Maria. If Maria is always early to class, then it logically follows

that Kristen is usually late. Therefore, choice (A), often arrived after the tardy bell had rung, is

the correct response.

What to Expect on the ISEE Sample Test Questions – Quantitative Reasoning

27

Quantitative Reasoning

(Section 2)

Quantitative Reasoning is one of two math sections on the ISEE. This section is designed to show how

your reasoning skills have developed. It tests your ability to use your understanding of mathematics to

develop your own opinions about how to solve math problems. It does not test the amount of math you

have learned, but how well you think mathematically. Quantitative Reasoning problems require little or

no calculations; the emphasis is on your ability to reason mathematically. You may be asked to

- estimate numerical values;

- employ logic to determine what a particular problem is about;

- compare and contrast quantities;

- analyze and interpret data;

- analyze, compare, predict, draw conclusions, and summarize graphs;

- use reason to calculate the probability of events;

- understand concepts and applications of measurements; and

- know how to arrive at statistical solutions to problems that are given.

All questions found in the two math sections of the ISEE are linked to the National Council of Teachers

of Mathematics (NCTM) Standards. The ISEE uses the following NCTM strands as a basis for the

Quantitative Reasoning section:

- Numbers and Operations

- Algebra

- Geometry

- Measurement

- Data Analysis and Probability

- Problem Solving

In the Quantitative Reasoning section of the Individual Student Report (ISR), these strands are NOT

identified. However, to help you best prepare for this section of the ISEE, the answers to the practice test

questions are identified by the NCTM standards. For more information on these strands, visit the NCTM

Web site at www.nctm.org.

Strategies:

- Read the question and determine exactly what you are being asked to find.

- Determine what information is relevant and what is irrelevant.

- Cross out the irrelevant information in your test booklet.

- Next, ask yourself, “What steps do I need to use to find the answer?” and “Can I do this by

estimating and not by actual calculations?”

- Make a best guess at the correct answer, then look to see if that answer is given.

Note: On the ISEE, all answer choices are listed in sequential order from greatest to least, or

least to greatest.

- Next, eliminate all answer choices that are not reasonable.

- Since there is no penalty for guessing, choose the answer that seems most reasonable.

Remember, there is only one correct answer for each question. The answer choices often represent

common mistakes or misconceptions, but they are not intended to trick you. You may write in the

test book.

What to Expect on the ISEE Sample Test Questions – Quantitative Reasoning

28

Numbers and Operations

Sample Questions

Directions: Answer the following sample questions. Select the answer that best illustrates numbers and

operations. Darken the circle for your answer choice in the sample answer sheet at the bottom of the

next page. After you finish answering the questions, turn the page and evaluate your answers.

1. Alyssa is ordering T-shirts for all the students in her school. She knows how many students are in

the school, and she knows how many shirts come in a box. How would she figure out how many

boxes (b) to order?

(A) b = the number of boxes × the number of shirts per box

(B) b = the number of boxes + the number of shirts per box

(C) b = the number of students ÷ the number of shirts per box

(D) b = the number of students – the number of shirts per box

2. Which diagram represents the distributive property?

(A)

(B)

(C)

(D)

Students should be able to

- understand numbers and ways of representing numbers; and

- use all four mathematical operations (add, subtract, multiply, divide) accurately.

What to Expect on the ISEE Sample Test Questions – Quantitative Reasoning

29

3. The table shows items that Julie bought at the grocery store. She bought at least one of each item

on the list.

GROCERY LIST

Item

Price for One

Total Cost for

Item

loaf of bread $1.25 $2.50

gallon of milk $4.75 $4.75

carton of eggs $1.50 $1.50

bag of cookies $2.50 ?

If Julie spent a total of $13.75, how much money did she spend just on cookies?

(A) $1.25

(B) $3.75

(C) $5.00

(D) $7.50

What to Expect on the ISEE Sample Test Questions – Quantitative Reasoning

30

Answers to Sample Questions

Sample Question 1:

The correct answer to the question is answer choice (C), b = the number of students ÷ the number

of shirts per box.

One way the answer can be found is by recognizing that division takes the total (all students) and

divides it into smaller numbers (the number of shirts in a box and the number of boxes to order).

Sample Question 2:

The correct answer to the question is answer choice (D),

.

One way the answer can be found is by knowing that the distributive property confirms a

relationship between multiplication and addition. For example, the expression 1(2 + 3) is the same as

the expression (1 × 2) + (1 × 3). Even when using objects to represent numbers, the same can be true

of their relationship.

Sample Question 3:

The correct answer to the question is answer choice (C), $5.00.

One way the answer can be found is by

1. adding the total she spent on the other three items: ($2.50 + $4.75 + $1.50) = $8.75;

2. then determining how much Julie had left over to spend:

$13.75 – $8.75 = $5.00 left;

3. confirming that 2 bags of cookies equal $5.00: (2 × $2.50);

4. choosing answer (C), $5.00.

What to Expect on the ISEE Sample Test Questions – Quantitative Reasoning

31

Algebraic Concepts

Sample Questions

Directions: Answer the following sample questions. Select the answer that most clearly illustrates the

concepts asked for. Darken the circle for your answer choice in the sample answer sheet at the bottom of

the page. After you finish answering the questions, turn to the next page and evaluate your answers.

1. At the hardware store, Jim bought 2 boxes of nails that cost $6 each and a hammer. His total before

tax was $22. Which equation could be used to find the cost of the hammer (h)?

(A) 6 + h = $22

(B) 6 + 2h = $22

(C) 2(6) + h = $22

(D) 2(6) + 2h = $22

2. The total combined weight of a sphere, a pyramid, and a cube is 14 grams. If the sphere weighs the

same as 2 pyramids and the cube weighs the same as 4 pyramids, how many grams does a pyramid

weigh?

(A) 2 grams

(B) 4 grams

(C) 6 grams

(D) 8 grams

Students should be able to

- identify, extend, and find rules for patterns and relations.

What to Expect on the ISEE Sample Test Questions – Quantitative Reasoning

32

Answers to Sample Questions

Sample Question 1:

The correct answer to the question is answer choice (C), 2(6) + h = $22.

One way the answer can be found is by

1. recognizing the information given:

(2 boxes of nails at $6 each) + a hammer = $22;

2. rethinking information as a math sentence (or equation):

(2 × $6) + h = $22.

Sample Question 2:

The correct answer to the question is answer choice (A), 2 grams.

One way the answer can be found is by

1. recognizing the information given:

1 sphere + 1 pyramid + 1 cube = 14 grams

(2 pyramids) + 1 pyramid + (4 pyramids) = 14 grams;

2. adding all the pyramids together: 7 pyramids = 14 grams;

3. finding how much 1 pyramid weighs: 1 pyramid = 14 ÷ 7 = 2 grams.

What to Expect on the ISEE Sample Test Questions – Quantitative Reasoning

33

Geometry

Sample Questions

Directions: Answer the following sample questions. Select the answer that most clearly illustrates the

relationships among the dimensional figures. Darken the circle for your answer choice in the sample

answer sheet at the bottom of the page. After you finish answering the questions, turn to the next page

and evaluate your answers.

1. In which pair of letters do both letters have an equal number of lines of symmetry?

(A)

(B)

(C)

(D)

2. The points with coordinates (1, 1) (1, 5) (5, 5) (5, 1) are the vertices of a quadrilateral. If all four

points are connected to form a quadrilateral, which term best describes the quadrilateral formed?

(A) kite

(B) pentagon

(C) square

(D) trapezoid

Students should be able to

- identify, determine characteristics of, and describe geometric objects.

What to Expect on the ISEE Sample Test Questions – Quantitative Reasoning

34

Answers to Sample Questions

Sample Question 1:

The correct answer to the question is answer choice (D), .

One way the answer can be found is by

1. knowing that symmetry means that a figure can be folded in half so that the two halves match

(the fold line being the line of symmetry); and

2. recognizing how many fold lines, or lines of symmetry, each letter has.

- Letters E and C both have one line of symmetry (a horizontal fold line across the center

of the letter).

- Letter Z has zero, and H has two lines of symmetry.

- Letter N has zero, and A has one line of symmetry.

- Letter O has an infinite number of lines, and K only has one line of symmetry.

Sample Question 2:

The correct answer to the question is answer choice (C), square.

One way the answer can be found is by

1. recognizing that the coordinates of the four points given all begin and end with 1 or 5, a clue

that the figure is a square; and

2. plotting the points on a coordinate grid, which will indicate a square is likely;

OR

noticing that the ordered pairs show that the distance between each pair is 4 units. You can

see that the figure has four equal sides and four equal angles. The only figure that has these

characteristics is a square.

What to Expect on the ISEE Sample Test Questions – Quantitative Reasoning

35

Measurement

Sample Question

Directions: Answer the following sample question. Select the answer that best illustrates measurement

rules. Darken the circle for your answer choice in the sample answer sheet at the bottom of the page.

After you finish answering the question, turn to the next page and evaluate your answer.

1. Figure 1 is a 5-inch square. Four 2-inch squares are removed from each of the four corners of

Figure 1.

What is the area of the remainder of Figure 1, as shown in Figure 2?

(A) 6 in.

2

(B) 9 in.

2

(C) 21 in.

2

(D) 25 in.

2

Students should be able to

- understand and determine measurable attributes of objects.

What to Expect on the ISEE Sample Test Questions – Quantitative Reasoning

36

Answer to Sample Question

The correct answer to the question is answer choice (B), 9 in.

2

.

One way the answer can be found is by

1. understanding that the task is to determine the area of a 5 × 5-inch square after four corners are

removed;

2. finding the area of the whole 5 × 5-inch square by using A = l × w; 5 × 5 = 25 in.

2

;

3. finding the area of one 2 × 2 corner by using A = l × w; 2 × 2 = 4 in.

2

;

4. finding the area of all four corners: 4 corners × 4 in.

2

= 16 in.

2

; and

5. finding the area of the 5 × 5-inch square after the four 2 × 2 corners are removed:

25 in.

2

– 16 in.

2

= 9 in.

2

.

What to Expect on the ISEE Sample Test Questions – Quantitative Reasoning

37

Data Analysis and Probability

Sample Questions

Directions: Answer the following sample questions. Select the answer that best illustrates the use of data

analysis and probability. Darken the circle for your answer choice in the sample answer sheet at the

bottom of the page. After you finish answering the questions, turn to the next page and evaluate your

answers.

1. Mrs. Brown’s box of 24 assorted markers contains 2 red, 3 blue, 4 green, 6 yellow, 4 pink,

and 5 purple markers. If she randomly selects a marker without looking, which color has a

1 out of 8 chance of being selected?

(A) red

(B) blue

(C) pink

(D) yellow

2. Stephen’s class spent time at the City Zoo collecting data about animals and their habitats. The

students had to list, in categories or groups, what they observed.

Which information completes Stephen’s observation list?

(A) ages of animals at the zoo

(B) number of animals at the zoo

(C) food that the animals at the zoo eat

(D) dimensions of the animal cages at the zoo

Students should be able to

- collect, display, interpret, and make predictions about a set of data;

- find the probability of a simple event.

STEPHEN’S OBSERVATION LIST

1. kinds of animals at the zoo: lions, monkeys, snakes,

pandas, alligators

2. ?

3. colors of the animals at the zoo: yellow, brown, red and

brown, black and white, green

What to Expect on the ISEE Sample Test Questions – Quantitative Reasoning

38

Answers to Sample Items

Sample Question 1:

The correct answer to the question is answer choice (B), blue.

One way the answer can be found is by

1. finding the probability of each marker:

red – 2 out of 24;

blue – 3 out of 24;

green – 4 out of 24;

yellow – 6 out of 24;

pink – 4 out of 24;

purple – 5 out of 24;

2. changing the probabilities to their simplest form until you find a match:

red – 2 out of 24 = 1 out of 12;

blue – 3 out of 24 = 1 out of 8 (correct answer);

green – 4 out of 24 = 1 out of 6;

yellow – 6 out of 24 = 1 out of 4;

pink – 4 out of 24 = 1 out of 6;

purple – 5 out of 24 is in its simplest form.

Sample Question 2:

The correct answer to the question is answer choice (C), food that the animals at the zoo eat.

One way the answer can be found is by

1. recognizing the clue given in the problem, “in categories or groups”;

2. eliminating choices that do not fit the clue. Choices A, B, and D are all numerical data, not

categorical data.

What to Expect on the ISEE Sample Test Questions – Reading Comprehension

39

Reading Comprehension

(Section 3)

The actual Lower Level Reading Comprehension section contains five reading passages; the practice

test in this book contains four passages. The passages include topics related to history, science,

literature, and contemporary life. Some questions ask you to find a phrase or word in the passage;

therefore, all passages show line numbers in the left margin. Each passage is followed by five questions

about the passage.

Strategy: Read the passage first to get an overall view. As you read the passage, ask yourself, “What

is the main idea? What facts and details are given?” As you answer the questions following the

passage, use the line numbers to help you find the section or lines you may need to look at again.

A sample passage and questions may be found on the next two pages. The types of questions you may

be asked focus on six categories:

- The Main Idea items assess the student’s ability to look for an overall message, theme, or central

idea in the passage.

- The Supporting Ideas items assess the student’s ability to identify explicit ideas that support the

main idea.

- Inference items ask the student to draw a conclusion from content not explicitly stated in the text.

Inference items may ask the student to compare and contrast ideas, interpret or analyze text,

and/or predict subsequent events or outcomes.

- Vocabulary items deal with word definitions within the context of the passage, usually in the

form of “most nearly means.”

- Organization/Logic items ask students to identify the sequence, pattern, relationship, structure,

or summary of the passage.

- Tone/Style/Figurative Language items assess the student’s understanding of mood, tone, point of

view, and figurative language such as images, irony, and personification.

What to Expect on the ISEE Sample Test Questions – Reading Comprehension

40

Sample Passage

The sample passage is followed by five questions based on its content.

“If a man walking in the fields finds any 1

four-leafed grass, he shall in a small while after 2

find some good thing.” 3

Sir John Melton, writing around 1620, 4

reinforced a longtime folk belief. Then and 5

now, many people think that four-leaf clovers 6

bring good luck. Wealth, health, love, and 7

adventure are supposed to follow the discovery 8

of that tiny plant. Some people press and dry 9

four-leaf clovers as keepsakes. Children have 10

whiled away countless hours in the grass, 11

searching for this rarity. 12

For many people, the clover signifies faith, 13

hope, love, and luck. Others associate it with a 14

song: “I’m Looking Over a Four-Leaf Clover.” 15

The lyrics and familiar tune were written in 16

1927 by Mort Dixon and Harry Woods. All the 17

associations with the four-leaf clover are 18

cheerful ones. 19

How common are four-leaf clovers? As 20

natural mutations, they are rare. About one in 21

ten thousand clovers will have four leaves. 22

Some scientists have tried to engineer them. 23

That effort, however, displeases some believers 24

who feel that an artificial four-leaf clover 25

probably does not carry the same gift of luck. 26

Nor do other plants that resemble four-leaf 27

clovers. Oxalis deppei is the most frequent 28

imposter that the person searching for four-leaf 29

clovers will find. When in doubt, how can a 30

person identify a real one? A genuine four-leaf 31

clover’s fourth leaf is generally a bit smaller 32

than the other three. 33

As of April 2005, George Kaminski held 34

the world record in finding four-leaf clovers. 35

According to the latest edition of the Guinness 36

Book of World Records, he now has 72,927. 37

Ed Martin has his heart set on toppling 38

Kaminski. A retired heavy-equipment operator 39

from Alaska, Martin tours the U.S. in a motor 40

home. His goal is collecting clovers. Let’s wish 41

him good luck! Martin says the four-leaf 42

wonders have already brought him bunches 43

of it. 44

What to Expect on the ISEE Sample Test Questions – Reading Comprehension

41

Sample Questions

Directions: Answer the questions on the basis of what is stated or implied in the passage. Darken the

circle for your answer choice in the sample answer sheet at the bottom of the page. After you finish

answering the questions, turn to the next page and evaluate your answers.

1. The main purpose of this passage is to

(A) compare four-leaf clovers to other

similar plants.

(B) explain why George Kaminski

collects four-leaf clovers.

(C) offer interesting information about

four-leaf clovers.

(D) prove that four-leaf clovers bring

good luck to people.

2. In line 29, “imposter” most nearly means

(A) example.

(B) fake.

(C) plant.

(D) souvenir.

3. According to the passage, both George

Kaminski and Ed Martin

(A) live in Alaska.

(B) collect four-leaf clovers.

(C) tour the country in motor homes.

(D) write for the Guinness Book of

World Records.

4. Sir John Melton clearly believed that four-

leaf clovers

(A) last longer when dried and pressed.

(B) are excellent keepsakes for

collectors.

(C) bring good luck to those who find

them.

(D) provide hours of entertainment for

children.

5. Which statement about the four-leaf clover

is supported by information in the

passage?

(A) It is larger than most other clovers.

(B) It is easy to find one in a grassy area.

(C) One of its leaves is smaller than the

others.

(D) Usually lucky, they occasionally

bring bad luck.

What to Expect on the ISEE Sample Test Questions – Reading Comprehension

42

Answers to Sample Questions

The passage describes the four-leaf clover in terms of its appearance, the good luck that it is supposed

to bring to its finder, its rarity in nature, and its value to two collectors.

1. This item asks you to determine the main purpose of the passage. Choice (C) is the correct answer

because the passage is clearly written to offer information to the reader. Choice (A) is a supporting

idea; choice (B) is information that is not provided in the passage; and choice (D) is incorrect

because the passage does not provide any proof that four-leaf clovers bring luck; it just suggests it.

2. This item asks you to determine the meaning of the term “imposter” in line 29. This section of the

passage describes plants that resemble four-leaf clovers but are not real four-leaf clovers. In lines 25,

26, and 27, there are words that provide clues to the meaning of “imposter.” For example, in line 25

“artificial” points to choice (B), “fake” (something that is not real), which is the correct answer.

3. This item asks you to compare George Kaminski to Ed Martin and find one way they are alike. The

answer is found in the last paragraph (lines 34– 44), which describes both men as collectors of four-

leaf clovers. Therefore, choice (B) is the correct answer.

4. The answer to this question is found in both the first and second paragraphs of the passage,

specifically in lines 1–9. Because Sir John Melton clearly believed that four-leaf clovers bring good

luck to those who find them, choice (C) is the correct answer. The other answer choices reference

information found in the same area of the passage, but the information does not directly refer to

Sir John Melton’s quote.

5. Your task here is to find the answer in a statement that is supported by information in the passage.

This means that your answer must come from information that you find in the passage. The correct

answer is choice (C), which is found in lines 31–33. The other answer choices contain information

that is clearly incorrect, but you would know that only if you have read the passage carefully.

What to Expect on the ISEE Sample Test Questions – Mathematics Achievement

43

Mathematics Achievement

(Section 4)

Mathematics Achievement tests mathematical skills you have learned from the very beginning of your

school career. All questions in this section are aligned to the standards articulated by the NCTM. As

with the questions in the Quantitative Reasoning section, this section will include questions from these

NCTM standards:

- Number and Operations

- Algebra

- Geometry

- Measurement

- Data Analysis and Probability, and

- Problem Solving

For more information on these mathematical standards, visit www.nctm.org.

The Mathematics Achievement section will test your ability to identify and solve problems related to the

NCTM standards in the six areas listed above. Specifically, the Mathematic Achievement questions have

these characteristics:

- Unlike the Quantitative Reasoning section, you may need to do calculations to determine the

correct answer for some questions.

- Answer choices may represent misconceptions or procedural errors (such as incorrect order of

mathematical operations in a multi-step problem) but there are no trick questions or trick

answers.

- Unlike the Quantitative Reasoning section, some items may require knowledge of mathematical

terminology as indicated in the grade appropriate NCTM standards.

- Although conversions between units of measurement may be required to correctly answer the

problem, students do not have to memorize conversions in the U.S. standard system (such as

twelve inches equals one foot). If conversions within the U.S. standard system are required to

find the correct answer to the question, they are given in the question.

- Common metric units will be found in some questions in this section, but conversions within the

same unit for volume, length, mass, or temperature in the metric system are not provided (i.e.,

conversions between centimeters and meters).

You may not use a calculator or scratch paper. You may write in this book, since you may write in the

test booklet when you take the ISEE.

ISEE What to Expect Sample Test Items – Mathematics Achievement

44

Strategies:

- Read the entire question and study any related graphic images for each question before looking

at the answer choices.

- Remember all four answer choices are logical answers—there are no answer choices such as “all

of the above” or “none of the above.”

- Next determine your answer and look for it in the answer choices provided.

o To save you time, all answers are listed in sequential order from greatest to least, or least

to greatest unless the answer could be determined by using the ordered answers. (For

example, a question which asks which number is the largest number would not have its

answer choices ordered by value.)

- Remember to check your work, since often the answer choices represent common mathematical

mistakes or procedural misconceptions.

- Some questions may be unfamiliar to you because you may not have yet covered that particular

math concept at your current school. If you do not know the answer to the question, or if the

answer you have determined is not listed as an answer choice, you may choose to make a mark

in your test booklet (not your answer document), skip that question for now, and move on to the

next question. Remember all questions on the ISEE have equal value. If you have time before the

end of this test section, you may be able to come back to it later.

What to Expect on the ISEE Sample Test Questions – Mathematics Achievement

45

Numbers and Operations: Whole Numbers

Sample Questions

Directions: Answer the following sample questions. Select the answer that best illustrates numbers and

operations. Darken the circle for your answer choice in the sample answer sheet at the bottom of the

page. After you finish answering the questions, turn to the next page and evaluate your answers.

1. Which whole number is divisible by 9 without a remainder?

(A) 2,001

(B) 2,003

(C) 2,005

(D) 2,007

2. Which expression correctly uses the distributive property to solve 15 × (8 + 17)?

(A) (15 × 8) + 17

(B) (17 × 8) + 15

(C) (15 + 8) × (15 + 17)

(D) (15 × 8) + (15 × 17)

Students should be able to

- use all four math operations (add, subtract, multiply, divide) accurately;

- make reasonable estimations; and

- use properties of the numbers and operations.

What to Expect on the ISEE Sample Test Questions – Mathematics Achievement

46

Answers to Sample Questions

Sample Question 1:

The correct answer to the question is answer choice (D), 2,007.

One way the answer can be found is by

1. knowing the divisible rule for 9, which states that if the sum of all the digits of a number can

be divided by 9, then the number is divisible by 9; 2 + 0 + 0 + 7 = 9 and 9 is divisible by 9,

so 2,007 is divisible by 9; or

2. dividing 2,007 by 9, which gives a value of 223 with no remainder. Having no remainder

shows that 2,007 is divisible by 9.

Sample Question 2:

The correct answer to the question is answer choice (D), (15 × 8) + (15 × 17).

One way the answer can be found is by knowing that the distributive property confirms a

relationship between multiplication and addition. For example, the expression 1(2 + 3) has the same

value as the expression (1 × 2) + (1 × 3), so 15 × (8 + 17) is the same as (15 × 8) + (15 × 17).

Another way is to find the value of the expression 15 × (8 + 17) = 15 × 25 = 375, and then find the

value of each of the answer choices.

(A) (15 × 8) + 17 = 120 + 17 = 137

(B) (17 × 8) + 15 = 136 + 15 = 151

(C) (15 + 8) × (15 + 17) = 23 × 32 = 736

(D) (15 × 8) + (15 × 17) = 120 + 255 = 375

The only match is (D).

What to Expect on the ISEE Sample Test Questions – Mathematics Achievement

47

Numbers and Operations: Decimals, Percents, Fractions

Sample Questions

Directions: Answer the following sample questions. Select the answer that best illustrates numbers and

operations. Darken the circle for your answer choice in the sample answer sheet at the bottom of the

page. After you finish answering the questions, turn to the next page and evaluate your answers.

1. The teacher drew these shapes on the board.

What fraction of the shapes are squares?

(A)

1

8

(B)

1

4

(C)

3

8

(D)

1

2

2. Josh is estimating 4.17 × 3.9 to determine if his answer is reasonable. Which is the best way for

him to estimate?

(A) 4 × 3

(B) 4 × 4

(C) 5 × 3

(D) 5 × 4

Students should be able to use rational numbers to

- accurately compute addition and subtraction using fractions and decimals;

- make reasonable estimations using fractions and decimals; and

- find equivalent forms of fractions, decimals, and percents.

What to Expect on the ISEE Sample Test Questions – Mathematics Achievement

48

Answers to Sample Questions

Sample Question 1:

The correct answer to the question is answer choice (B),

1

4

.

One way the answer can be found is by

1. counting the total number of shapes (8);

2. counting how many squares there are among the 8 shapes (2);

3. thinking of squares out of 8 shapes as a fractional number (

2

8

);

4. being sure that the fractional number is in its lowest term (

2 2

8 2

÷

÷

=

1

4

).

Sample Question 2:

The correct answer to the question is answer choice (B), 4 × 4.

One way the answer can be found is by

1. rounding 4.17 to the nearest whole number (4); and

2. rounding 3.9 to the nearest whole number (4).

What to Expect on the ISEE Sample Test Questions – Mathematics Achievement

49

Algebraic Concepts

Sample Questions

Directions: Answer the following sample questions. Select the answer that best illustrates algebraic

concepts. Darken the circle for your answer choice in the sample answer sheet at the bottom of the page.

After you finish answering the questions, turn to the next page and evaluate your answers.

1. The number machine only accepts even numbers as input. It performs the same operation on each

input number to create an output number.

NUMBER MACHINE

Input Output

20 11

16 9

10 6

6 4

4 3

Which input number creates an output of 15?

(A) 22

(B) 24

(C) 28

(D) 30

2. A box contains 24 batteries that are packaged into groups of 3. If n represents the number of

packages in the box, which equation would tell how many packages are in the box?

(A) 3 + n = 24

(B) n = 24 ÷ 3

(C) n – 3 = 24

(D) 24 × n = 3

Students should be able to

- identify, compare, and extend patterns; and

- find and use rules that can contain variables.

What to Expect on the ISEE Sample Test Questions – Mathematics Achievement

50

Answers to Sample Questions

Sample Question 1:

The correct answer to the question is answer choice (C), 28.

One way the answer can be found is by

1. finding the rule: “What input number will result in the output number being 15?”

- Notice that each input number is an even number and is larger than its output number.

- Try to find a relationship between the input and output numbers. Try dividing input 20 in

half (20 ÷ 2 = 10), adding 1 to 10, and getting the sum of 11.

- If this relationship is true for all input and output numbers, then you have the rule. The

rule is (input number ÷ 2) + 1 = output number, OR the rule written as a math sentence is

(x ÷ 2) + 1 = y.

2. using the rule:

(input number ÷ 2) + 1 = 15 OR 15 = (x ÷ 2) + 1;

input number ÷ 2 = 15 - 1 15 – 1 = (x ÷ 2);

input number ÷ 2 = 14 14 = x ÷ 2;

input number = 14 × 2 14 × 2 = x;

input number = 28 28 = x.

Sample Question 2:

The correct answer to the question is answer choice (B), n = 24 ÷ 3.

One way the answer can be found is by

1. knowing that division means separating the total number of objects into as many equal

groups as possible; and

2. recognizing that the total number of objects (batteries) is 24 and that these objects have been

divided into small groups of 3. You want to know how many groups of 3 are in 24, so using

24 ÷ 3 will give you the answer.

What to Expect on the ISEE Sample Test Questions – Mathematics Achievement

51

Geometry

Sample Question

Directions: Answer the following sample question. Select the answer that best illustrates geometric

operations. Darken the circle for your answer choice in the sample answer sheet at the bottom of the

page. After you finish answering the question, turn to the next page and evaluate your answer.

1. A coordinate graph is shown.

Mackenzie plotted the following points on the coordinate grid.

A polygon is formed with vertices R, S, T, and U and sides , , , and . RS ST TU UR Which type of

polygon is formed?

(A) diamond

(B) pentagon

(C) square

(D) trapezoid

Students should be able to

- classify and describe basic 2- and 3-dimensional figures;

- understand and use coordinate grids, including transformation of geometric

figures; and

- understand the concepts of congruency, symmetry, and similarity.

point R (3, 5); point S (6, 5); point T (8, 2); point U (2, 2)

What to Expect on the ISEE Sample Test Questions – Mathematics Achievement

52

Answer to Sample Question

The correct answer to the question is answer choice (D), trapezoid.

One way the answer can be found is by

1. plotting the points onto the coordinate grid provided;

2. sketching the sides of the polygon;

3. noticing that sides RS and TU are parallel and that sides UR and ST are not parallel; and

4. knowing that a trapezoid is a quadrilateral with one pair of parallel sides.

What to Expect on the ISEE Sample Test Questions – Mathematics Achievement

53

Measurement

Sample Question

Directions: Answer the following sample question. Select the answer that best illustrates measurement

abilities. Darken the circle for your answer choice in the sample answer sheet at the bottom of the page.

After you finish answering the question, turn to the next page and evaluate your answer.

1. Shown below is a plan for a patio that Mr. Watson is building in his backyard.

According to Mr. Watson’s plan, what is the area of the patio?

(A) 48 ft

2

(B) 96 ft

2

(C) 120 ft

2

(D) 216 ft

2

Students should be able to

- find the perimeter and area of regular and irregular polygons;

- develop strategies to find the volume and surface area of rectangular solids;

- convert between units in both customary and metric systems; and

- identify tools and units associated with length, weight, capacity, temperature, and

time.

What to Expect on the ISEE Sample Test Questions – Mathematics Achievement

54

Answer to Sample Question

The correct answer to the question is answer choice (C), 120 ft

2

.

One way the answer can be found is by

1. finding the area of the 12 × 8 rectangle:

A = l × w;

A = 12 × 8;

A = 96 ft

2

;

2. finding the area of the 8 × 6 triangle (which is half a rectangle):

A =

1

2

(b × h);

A =

1

2

(6 × 8);

A =

1

2

(48);

A = 24 ft

2

;

and

3. adding the two areas together for total area:

96 + 24 = 120 ft

2

.

What to Expect on the ISEE Sample Test Questions – Mathematics Achievement

55

Data Analysis and Probability

Sample Questions

Directions: Answer the following sample questions. Select the answer that best illustrates data analysis

and probability. Darken the circle for your answer choice in the sample answer sheet at the bottom of the

page. After you finish answering the questions, turn to the next page and evaluate your answers.

1. The table shows the results of a school cafeteria’s survey of 200 students. On the last day of each

month, the cafeteria plans to serve the two most favorite foods.

FAVORITE CAFETERIA FOOD

Food Number of Votes

pizza 74

meatloaf 31

hamburger 59

turkey sandwich 36

Which two foods will the cafeteria be serving?

(A) pizza and meatloaf

(B) hamburger and pizza

(C) pizza and turkey sandwich

(D) hamburger and turkey sandwich

2. Matt randomly selected three cards, without looking, from a stack of letter cards labeled

A through K. If none of the cards in the stack repeat, what is the probability that the first card

selected is the letter C?

(A)

11

8

(B)

8

3

(C)

27

3

(D)

11

1

Students should be able to

- collect and display data;

- interpret and make predictions about a set of data;

- calculate mean, mode, median, and range of a set of data; and

- find the probability of a simple event.

What to Expect on the ISEE Sample Test Questions – Mathematics Achievement

56

Answers to Sample Questions

Sample Question 1:

The correct answer to the question is answer choice (B), hamburger and pizza.

One way the answer can be found is by reading the chart to determine which two foods have the

most votes. Pizza has the most votes at 74. Hamburger has the second most votes with 59.

Sample Question 2:

The correct answer to the question is answer choice (D),

1

11

.

One way the answer can be found is by determining how many total cards are in the stack. Cards

labeled A–K equal 11 cards. Since there is only 1 card labeled C, there is only 1 chance in 11 that

the first card chosen will be the card labeled C.

What to Expect on the ISEE Sample Test Questions – Essay

57

Writing the Essay

(Section 5)

On the last section of the ISEE test, you will be asked to write a short essay in response to an assigned

writing prompt. A writing prompt is randomly selected for use on each test date. The writing prompts

include topics of interest to students at your level and are created to give you an opportunity to tell more

about yourself.

This part of the test also gives you a chance to show the schools to which you have applied how well

you organize your thoughts and express them in a written format. For the actual ISEE test, you are given

a sheet of paper on which to make notes. You must write the essay in ink on two pre-lined pages

(erasable ink is allowed), and you also must rewrite the prompt at the top of the first page. The actual

instructions you will receive when you take the essay portion of the ISEE are shown on pages 105–106

in the “Practice Test” section.

You are given 30 minutes to complete the essay. During those 30 minutes you should

- organize your thoughts;

- prepare your notes or make a short outline; and

- write your final copy.

Writing must be done either in cursive or print using a ballpoint pen. The writing should be done

directly on the lines preprinted in the answer document, using blue or black ink.

On the following pages, you will find some tips for writing an essay, some sample essay prompts, and

lined pages for writing a sample essay. Three sample essay topics and three sets of lined pages have

been provided to give you an opportunity to practice on more than one prompt. Remember to add

descriptions and details in your response. If possible, you should ask a parent or teacher to read your

essay(s) and give you feedback on what you have written.

What to Expect on the ISEE Sample Test Questions – Essay

58

Tips for Writing the Essay

Here is a brief writing checklist designed to help you organize and write a response to the essay topic

provided. This checklist is for your use now, but note that there is NO checklist for you to use when you

take the actual ISEE, and you may NOT take a checklist into the test with you. We believe, however,

that if you use this checklist as you write your sample essay, you will remember to ask yourself these

questions when you write your essay on the actual ISEE.

__ Did I put the topic in the box at the top of the first page, as instructed?

__ Did I plan my essay before putting it on the lined sheets?

__ Did I allow enough time to write my final copy on the lined sheets?

__ Did I write about the topic that was given?

__ Did I include details to add interest?

__ Did I follow rules for grammar, spelling, punctuation, and capitalization?

__ Can others read my handwriting?

__ Did I review my writing upon finishing?

What to Expect on the ISEE Sample Test Questions – Essay

59

Sample Essay Topics

Directions: Select a topic from the list of sample topics below and write an essay on the pre-lined pages

on pages 61 and 62. You may plan your essay on a separate sheet of paper. Remember to rewrite the

topic at the top of page 61.

If you would like additional practice writing an essay, pages 63– 66 contain pre-lined pages for writing

essays on the remaining topics.

Topic 1: Describe in detail where and how you would spend your perfect vacation.

Topic 2: What would you like to do to make the world a nicer place in which to live? Explain.

Topic 3: Who is your favorite relative? Why have you chosen this person?

60

This page is intentionally left blank.

What to Expect on the ISEE Sample Test Questions – Essay

61

Sample Essay #1

What to Expect on the ISEE Sample Test Questions – Essay

62

What to Expect on the ISEE Sample Test Questions – Essay

63

Sample Essay #2

What to Expect on the ISEE Sample Test Questions – Essay

64

What to Expect on the ISEE Sample Test Questions – Essay

65

Sample Essay #3

What to Expect on the ISEE Sample Test Questions – Essay

66

67

PRACTICE TEST

LOWER LEVEL

What to Expect on the ISEE Practice Test

68

Using the Practice Test

The Practice Test is the same format as the actual ISEE. In each section, the number of questions and the

number of minutes that you have to answer the questions are listed under the name of the section. On the

actual ISEE, however, there are additional questions which will not be included on your score report, but

which may be used on future tests. Thus, the timings for the Practice Test are slightly shorter than on the

actual ISEE, since you are answering only questions that will be used to determine your sample score.

The chart below shows the number of questions on each section of the Practice Test and the actual ISEE,

and how many minutes you should allow for each section of both tests.

PRACTICE TEST AND ACTUAL TEST—LOWER LEVEL

Section Practice Test Actual ISEE

Verbal Reasoning 30 Questions—18 Minutes 34 Questions—20 Minutes

Quantitative Reasoning 35 Questions—34 Minutes 38 Questions—35 Minutes

Reading Comprehension 20 Questions—20 Minutes 25 Questions—25 Minutes

Math Achievement 25 Questions—25 Minutes 30 Questions—30 Minutes

Essay 2-Page Limit—30 Minutes 2-Page Limit—30 Minutes

Although the timings are not the same on the Practice Test and the actual ISEE, since each section on

the actual test is carefully timed, it is important to follow the timing instructions on the Practice Test so

you can learn how to pace yourself for the actual test.

Remember that the time it takes to read the brief directions at the beginning of each section is NOT

included in the testing time. When you take the actual test, you will be allowed a five-minute break

before the Reading Comprehension section and another five-minute break following the Mathematics

Achievement section. On the actual ISEE, you will take each section in the same order in which it

appears in the Practice Test. Each section must be taken without stopping; therefore, we strongly

encourage you to take the Practice Test exactly the same way so that the experience will be realistic and

meaningful. Also, the score you calculate when you check your answers will be more accurate.

Because we think it will help you to know exactly how the test administrator will instruct you on the day

of the test, we have included the general directions that will be read to you before the test starts. (These

directions are on the next page.) Reading these directions carefully will help you know what to expect.

When you are ready to begin, try to create the following realistic test conditions.

- Find a quiet, well-lighted space with an appropriate writing surface.

- Ask an older person (parent, sibling, friend) to act as test administrator to

o read the general directions;

o monitor your time;

o write down the starting time for each section;

o tell you when five minutes remain in each section; and

o tell you when to stop.

You will use a copy of the actual answer sheet to mark your answers for the Practice Test. The answer

sheet is in Appendix B. You will also use the pre-lined pages in Appendix B for your essay. Use the

appropriate parts of the answer sheet and leave the remaining parts blank. For example, leave “Test

Administrator” and “ID Number” blank. It may be more convenient for you to photocopy the answer

sheet so that you don’t have to turn back and forth between the Practice Test and Appendix B.

What to Expect on the ISEE Practice Test

69

Test Directions

After you are seated in the test room and the test administrator announces that you are ready to begin, he

or she will give you your test booklet and an answer sheet. (Please refer to the answer sheet on

pages 133–136.) Some of the information on this answer sheet may already be filled in for you, but if

not, the test administrator will help you. After you complete the test booklet itself, the administrator will

give you your essay topic to write on the last two pages of the answer sheet. There will be two 5-minute

breaks during the test.

The general directions the test administrator will read to you before you begin the separate sections of

the actual ISEE are below. The administrator will not begin timing you until after he or she has finished

reading them and answering any appropriate questions. These are the same directions you should use on

the Practice Test. It is important to look at them now because they contain important information.

Directions

The ISEE measures skills and abilities commonly used by students in school. Your test booklet

contains four sections: Verbal Reasoning; Quantitative Reasoning; Reading Comprehension; and

Mathematics Achievement. There are several different versions for each test, so the questions in your

test booklet will probably be different from the questions that others in this room are answering.

Because these tests are given to students in more than one grade, don’t be surprised if you notice that

some of the questions are very easy for you, or that others are very difficult.

Read the directions and samples printed at the beginning of each test carefully. Work as quickly as

you can without becoming careless. Do not spend too much time on any question that is difficult for

you to answer since all questions are scored equally. Instead, skip it and answer all of the questions

that you can. Then, if you have time, return to any questions you may have skipped.

Please select the best choice for each question. On this test, there is no penalty for an incorrect

answer.

Be sure to record all your answers on the answer sheet. Mark only one answer for each question, and

make every mark heavy and dark, as in these examples.

Sample Answers

If you decide to change one of your answers, be sure to erase the first mark completely. Don’t worry

if you find that there are more answer spaces on the answer sheet than there are questions in this

booklet. As you work, make sure that the number of the question that you are answering matches the

number on the answer sheet section that you are marking.

Please do not open the booklet until you are told to do so.

70

Verbal Reasoning

LOWER LEVEL

Practice Test

Copyright © 2009 by Educational Records Bureau. All rights reserved. No part of this book may be

reproduced, redistributed, or transmitted in any form or by any means, electronic, manual,

photocopying, recording or by any information storage and retrieval system, without prior written

permission of the Educational Records Bureau.

VR 1

71

STOP. Do not go on

until told to do so.

Section 1

Verbal Reasoning

This section is divided into two parts that contain two different types of questions. As soon as you have

completed Part One, answer the questions in Part Two. You may write in your test booklet. For each

answer you select, fill in the corresponding circle on your answer document.

Part One — Synonyms

Each question in Part One consists of a word in capital letters followed by four answer choices. Select

the one word that is most nearly the same in meaning as the word in capital letters.

SAMPLE QUESTION: Sample Answer

DEBATE:

(A) betray

(B) censor

(C) dispute

(D) reveal

Part Two — Sentence Completion

Each question in Part Two is made up of a sentence with one blank. Each blank indicates that a word or

phrase is missing. The sentence is followed by four answer choices. Select the word or phrase that will

best complete the meaning of the sentence as a whole.

SAMPLE QUESTIONS: Sample Answers

Because Paul was thrifty by nature, he rode his

bicycle to work every day in an effort to ------- fuel.

(A) conserve

(B) create

(C) utilize

(D) waste

Americans today vote by secret ballot, in contrast to

many early Colonial Americans who -------.

(A) did not let others know for whom they voted

(B) wrote letters demanding the repeal of the Stamp Act

(C) spoke their choices for candidates in front of a crowd

(D) strongly protested the British government’s tax on tea

Time: 18 minutes 30 Questions

1 VR

Go on to the next page. 72

Part One — Synonyms

Directions: Select the word that is most nearly the same in meaning as the word in capital letters.

I2ELSXXXCV03AN00000-CV04DW

1. REJECT:

(A) confine

(B) damage

(C) label

(D) refuse

I2ELSXXXBV03AN00000-BV05BW

2. NAG:

(A) agree

(B) annoy

(C) conquer

(D) defy

I2ELSXXXCV03AN00000-CV05CW

3. NUTRITIOUS:

(A) attentive

(B) dangerous

(C) nourishing

(D) spicy

I2ELSXXXBV03AN00000-BV01CW

4. RENEW:

(A) prepare

(B) regret

(C) restore

(D) simplify

I2ELSXXXBV03AN00000-BV04AW

5. SUPERB:

(A) excellent

(B) happy

(C) puzzling

(D) spirited

I2ELSXXXBV03AN00000-BV10BW

6. PARTICLE:

(A) quality

(B) speck

(C) tone

(D) weight

I2ELSXXXCV03AN00000-CV15CW

7. NOVEL:

(A) cheerful

(B) false

(C) original

(D) perfect

I2ELSXXXCV03AN00000-CV09CW

8. ELONGATE:

(A) bruise

(B) calculate

(C) lengthen

(D) moisten

I2ELSXXXCV03AN00000-CV11DW

9. SOLEMNLY:

(A) curiously

(B) harmfully

(C) possessively

(D) seriously

I2ELSXXXCV03AN00000-CV13CW

10. UPROOT:

(A) guarantee

(B) rebel

(C) remove

(D) salvage

VR 1

Go on to the next page. 73

I2ELSXXXBV03AN00000-BV11DW

11. SELDOM:

(A) equally

(B) naturally

(C) quietly

(D) rarely

I2ELSXXXCV03AN00000-CV19DW

12. ADHESIVE:

(A) blunt

(B) infectious

(C) lukewarm

(D) sticky

I2ELSXXXCV03AN00000-CV03BW

13. LIBERATE:

(A) combine

(B) free

(C) judge

(D) obtain

I2ELSXXXCV03AN00000-CV07DW

14. VIEWPOINT:

(A) contradiction

(B) factor

(C) idealism

(D) opinion

I2ELSXXXCV03AN00000-CV18DW

15. VIGILANCE:

(A) enthusiasm

(B) fury

(C) importance

(D) watchfulness

1 VR

Go on to the next page. 74

Part Two — Sentence Completion

Directions: Select the word or phrase that best completes the sentence.

I2ELBXXXBV03BN00000-BV24AW

16. It is the natural beauty of Glacier County,

with its waterfalls and snow-covered

meadows, that ------- the thousands of

tourists, hikers, and campers who visit

each year.

(A) attracts

(B) conceals

(C) restrains

(D) threatens

I2ELBXXXBV03BN00000-BV23AW

17. Allergies are usually abnormal reactions to

------- substances such as dust, pollen, and

animal dander.

(A) common

(B) imaginary

(C) scarce

(D) unknown

I2ELBXXXCV03BN00000-CV23CW

18. To reach maturity, a seagoing loggerhead

turtle must survive many -------, such as

attacks by gulls and hungry fish.

(A) allies

(B) destinations

(C) hazards

(D) voyages

I2ELBXXXCV03BN00000-CV22AW

19. Although Roman political life was

centered in the cities, most Romans lived

in the -------, growing crops, tending vines,

or cultivating olive groves.

(A) countryside

(B) deserts

(C) museums

(D) towns

I2ELBXXXCV03BN00000-CV21AW

20. Anne Sullivan showed her ------- as

Helen Keller’s teacher by working with

her day and night to help her overcome

her disabilities.

(A) devotion

(B) fear

(C) humor

(D) scorn

I2ELBXXXCV03BN00000-CV29DW

21. Like many other medical conditions,

malnutrition is often easier to ------- before

its occurrence than to treat after its onset.

(A) distort

(B) eliminate

(C) manage

(D) prevent

I2ELBXXXCV03BN00000-CV28DW

22. Hannah Moore, an English writer, was

best known for her -------, works whose

characters endured extremely sorrowful

circumstances.

(A) daydreams

(B) farces

(C) speeches

(D) tragedies

I2ELBXXXBV03BN00000-BV25CW

23. The many types of fish and mammals

displayed in the exhibit at the aquarium

demonstrate the remarkable ------- of

marine life.

(A) control

(B) disappearance

(C) diversity

(D) magnification

VR 1

75

STOP. If there is time, you

may check your work in this

section only.

I2ELBXXXCV03BN00000-CV35BW

24. Although there were other contributing

factors, the ------- cause of industrial

growth was the flood of new inventions in

eighteenth-century England.

(A) detrimental

(B) primary

(C) sentimental

(D) temporary

I2ELBXXXCV03BN00000-CV33DW

25. Although once ------- in Africa, cheetah

populations have been greatly reduced due

to hunting, loss of habitat, and decline of

the cheetah’s prey.

(A) attractive

(B) threatened

(C) unknown

(D) widespread

I2ELBXXXBV03BN00000-BV39CW

26. Most artists begin training early in life, but

Anna Mary “Grandma” Moses -------.

(A) painted for profit as a young child

(B) did not like art during her advanced

years

(C) started painting when she was past

seventy years old

(D) specialized in farm scenes and

country landscapes

I2ELBXXXBV03BN00000-BV38DW

27. Since the students looked puzzled, their

-------.

(A) faces became quite cold

(B) classmates began to arrive

(C) friend gave them a present

(D) teacher repeated the directions

I2ELBXXXCV03BN00000-CV39BW

28. The movie provided no moral instruction;

rather, it invited us to -------.

(A) learn a lesson

(B) enjoy ourselves

(C) examine our values

(D) improve our behavior

I2ELBXXXCV03BN00000-CV40BBW

29. Compared to his early paintings, which

were usually of lighthearted subjects, the

later art of Winslow Homer -------.

(A) sold successfully and made him rich

(B) was darker and of a more serious

nature

(C) was appreciated by the critics but not

the public

(D) represented bright landscapes or

people at play

I2ELBXXXBV03BN00000-BV40CW

30. Although Frederic Chopin was personally

on good terms with most musicians of his

day, he -------.

(A) ignored them at every opportunity

(B) seldom gave large public

performances

(C) did not appreciate their style of

romantic music

(D) turned out to be one of the most

popular composers of his time

76

Quantitative Reasoning

LOWER LEVEL

Practice Test

Copyright © 2009 by Educational Records Bureau. All rights reserved. No part of this book may be

reproduced, redistributed, or transmitted in any form or by any means, electronic, manual,

photocopying, recording or by any information storage and retrieval system, without prior written

permission of the Educational Records Bureau.

QR 2

77

STOP. Do not go on

until told to do so.

Section 2

Quantitative Reasoning

Each question is followed by four suggested answers. Read each question and then decide which one of

the four suggested answers is best.

Find the row of spaces on your answer document that has the same number as the question. In this row,

mark the space having the same letter as the answer you have chosen. You may write in your test

booklet.

EXAMPLE 1: Sample Answer

Which expression is equivalent to the expression 2 × (3 + 4)?

(A) 2 + 7

(B) 2 × 7

(C) 5 + 4

(D) 5 × 4

The correct answer is 2 × 7, so circle B is darkened.

EXAMPLE 2: Sample Answer

Which could be the dimensions of a rectangle

with an area of 48 cm

2

?

(A) 2 cm × 26 cm

(B) 3 cm × 16 cm

(C) 5 cm × 9 cm

(D) 6 cm × 7 cm

The correct answer is 3 cm × 16 cm, so circle B is darkened.

Time: 34 minutes 35 Questions

2 QR

Go on to the next page. 78

I2MLQXXXBN21CGBQ011A-BQ01AW

1. The largest triangle shown below is

divided into small triangles.

What fraction of the largest triangle is

shaded?

(A)

2

9

(B)

2

7

(C)

1

4

(D)

1

2

I2MLQXXXCN12AN00000-CQ07CW

2. Which story best fits the equation

7 × 5 = 35?

(A) I have 35 cookies. After eating

5 cookies, how many cookies do I

have left?

(B) I want to share 35 cookies with

12 friends. How many cookies do we

each get?

(C) I have 7 boxes of cookies, with

5 cookies in each. How many

cookies do I have altogether?

(D) I have 7 boxes of cookies, and my

friend has 5 boxes of cookies. How

many boxes of cookies do we have

altogether?

I2MLQXXXCN11AN00000-CQ02BW

3. Alice wrote down a whole number greater

than 6 and less than 10. When Jim tried to

guess the number, Alice told him it was

greater than 8 and less than 12. What is

Alice’s number?

(A) 7

(B) 9

(C) 10

(D) 11

I2MLQXXXCM02DGCA101-CA10AW

4. The perimeter of the triangle is

28 centimeters. The lengths of two

of the sides are shown.

What is the length of the third side?

(A) 10 centimeters

(B) 18 centimeters

(C) 36 centimeters

(D) 46 centimeters

I2MLQXXXCA02BN00000-CM01AW

5. Use the equations to answer the question.

5 + p = 6

3 + q = 6

What is the sum of p + q ?

(A) 4

(B) 8

(C) 12

(D) 20

QR 2

Go on to the next page. 79

I2MLQXXXBG04BGBQ052-BQ05BW

6. Use the diagram to answer the question.

Which piece would complete the diagram

to make a square?

(A)

(B)

(C)

(D)

I2MLQXXXCN12CN00000-CQ10BW

7. Nisha and Alex were riding their bikes at

the same speed on a bike path. It took

Nisha 20 minutes to ride 4 miles. How

long did it take Alex to ride 12 miles?

(A) 48 minutes

(B) 60 minutes

(C) 80 minutes

(D) 120 minutes

I2MLQXXXCN21DN00000-CQ12AW

8. Which is the largest fraction?

(A)

5

9

(B)

6

13

(C)

7

15

(D)

8

17

I2MLQXXXAN11GN00000-AA10DW

9. If x can be divided by both 3 and 5 without

leaving a remainder, then x can also be

divided by which number without leaving

a remainder?

(A) 2

(B) 8

(C) 10

(D) 15

I2MLAXXXCD02AGCQ281-CQ28DW

10. Use the Venn diagram to answer the

question.

What shapes could be found in the shaded

part of the Venn diagram?

(A) a red square

(B) a blue square

(C) a blue triangle

(D) a green triangle

2 QR

Go on to the next page. 80

I2MLQXXXCD02AN00000-CA08DW (2 of 2 cluster)

11. A class put three cans full of water in the sun. Each can was covered and had a thermometer in it to

measure the temperature of the water in degrees Fahrenheit. One can was painted black, one can

was painted white, and the third can was painted silver. The class collected the data shown below.

TEMPERATURE EXPERIMENT

Black Can White Can Silver Can

Start 50°F 50°F 50°F

10 min 53°F 50°F 52°F

20 min 57°F 51°F 54°F

30 min 62°F 51°F 56°F

40 min 68°F 52°F 58°F

50 min 75°F 52°F 60°F

According to the pattern from these data, what would be the predicted temperature of the water in

the black can at 70 minutes?

(A) 75°F

(B) 79°F

(C) 83°F

(D) 92°F

I2MLQXXXCA01BN00000-CQ11DW

12. Use the table to determine the rule.

Input Output

∆ □

2 8

7 13

12 18

40 46

What is the rule for the function?

(A) ∆ × 4 = □

(B) (∆ × 3) – 1 = □

(C) ∆ + 5 = □

(D) ∆ + 6 = □

I2MLQXXXCM02DN00000-CA17CW

13. The perimeter of a square is 8s. What is

the length of one side?

(A) 2

(B) 4

(C) 2s

(D) 4s

I2MLQXXXCA02CN00000-CA32DW

14. Which is a value of x in the math equation

15 = 3x + 3?

(A) 1

(B) 2

(C) 3

(D) 4

QR 2

Go on to the next page. 81

I2MLQXXXAA01AGAQ181-AQ18DW

15. Use the figure below to answer the

question.

If two more rows were added to the figure,

how many small triangles would the sixth

row have, assuming the same pattern

continues?

(A) 5

(B) 7

(C) 9

(D) 11

I2MLQXXXCA01AN00000-CQ18BW

16. Use the pattern to help answer the

question.

1 + 3 = 2

2

1 + 3 + 5 = 3

2

1 + 3 + 5 + 7 = 4

2

What is the solution to

1 + 3 + 5 + 7 + 9 + 11 + 13 + 15?

(A) 5

2

(B) 8

2

(C) 12

2

(D) 13

2

I2MLQXXXCN21CGCA231-CA23AW

17. A survey of 40 students’ favorite

ice cream flavors is displayed in the

circle graph shown.

About what fraction of the students chose

strawberry as their favorite flavor?

(A)

1

8

(B)

1

4

(C)

1

3

(D)

1

2

I2MLQXXXBD02BN00000-BM24CW

18. A cat had a litter of 4 kittens. Two of the

kittens weighed

1

2

2

ounces each, 1 kitten

weighed 3 ounces, and 1 kitten weighed

4 ounces. What is the mean weight of the

kittens from the litter?

(A)

1

2

2

ounces

(B)

3

2

4

ounces

(C) 3 ounces

(D) 4 ounces

2 QR

Go on to the next page. 82

I2MLQXXXAN21AGAM201-AM20CW

19. Use the number line to answer the

question.

Which three numbers are the vertical

arrows pointing to on the number line?

(A) 2.2, 2.4, 2.6

(B) 2.4, 2.8, 3.0

(C) 2.6, 3.2, 3.8

(D) 2.8, 3.6, 4.2

I2MLQXXXBA02CGBM281-BM28AW

20. The length of RS is x and the length of

RT is y.

What is the length of ST?

(A) y – x

(B) y + x

(C) x – y

(D) xy

I3MLQ2000N13CN00000-0558DW

21. In a warehouse, there are 687 boxes with

36 candles in each box. Which expression

gives the best estimate of the total number

of candles in the warehouse?

(A) 69 × 40

(B) 70 × 40

(C) 600 × 30

(D) 700 × 40

I2MLQXXXBM02EGBM251-BM25CW

22. The volume of the small, shaded cube is

1 unit

3

.

What is the volume of the larger cube?

(A) 9 units

3

(B) 18 units

3

(C) 27 units

3

(D) 81 units

3

I2MLQXXXCN23EGCA311-CA31BW

23. Jar 1 and Jar 2 would each hold 1 cup of

liquid when filled to the top. The jars

shown are not completely filled to the top.

If the liquids in the two jars are combined,

approximately how much liquid will there

be altogether?

(A)

2

3

cup

(B) 1.5 cups

(C) 3 cups

(D) 6 cups

QR 2

Go on to the next page. 83

I2MLQXXXCG03BGCQ321-CQ32DW

24. The figure shown may be folded along one

or more of the dotted lines.

Which line or pair of lines, when folded,

will allow the semicircles to exactly match

the original figure?

(A) line p only

(B) line s only

(C) both line p and line s

(D) both line p and line r

I2MLQXXXCN21CN00000-CA34CW

25. The ingredients in the recipe were evenly

mixed and equally divided into 5 bags.

RECIPE

10 cups of crisp corn cereal

7 cups of pretzel sticks

2 cups of raisins

3 cups of chocolate chips

1 cup of sunflower seeds

Approximately how many cups of the

mixture were placed in each bag?

(A)

1

3

2

(B) 4

(C)

1

4

2

(D) 5

I2MLQXXXCN22CN00000-CQ34BW

26. The scale on Tanji’s map shows that

1.2 inches represents 10 miles. How many

inches would it take to represent 25 miles?

(A) 2.5 inches

(B) 3.0 inches

(C) 3.5 inches

(D) 3.7 inches

I3MLQ2002D04BN00000-0702CW

27. Ms. Hammond put the names of all her

students in a hat. The probability that she

will pull out a boy’s name at random is

3 out of 7. There are 12 girls in the class.

How many boys are in Ms. Hammond’s

class?

(A) 3

(B) 4

(C) 9

(D) 11

I2MLQXXXCM02EGCQ091-CQ09CW

28. Use the diagram of the cube to answer the

question.

How many small cubes are being used to

build the large cube?

(A) 32

(B) 48

(C) 64

(D) 96

2 QR

Go on to the next page. 84

I3MLQ2002D03AG17004-0700AW

29. Four students recorded the number of

minutes spent reading at home for one

night and recorded their data in the graph

shown.

Based on this graph, which conclusion is

true about the number of minutes spent

reading?

(A) The mean is between 18 and 19.

(B) Eric read fewer minutes than Mandy.

(C) The range is greater than the number

of minutes Joey read.

(D) Lisa read the same number of

minutes as Joey and Eric combined.

I2MLQXXXAA02CN00000-AQ29BW

30. Which equation can be read as “2 more

than 6 times a number is equal to 10 less

than the number”? Let n represent the

unknown number.

(A) 2 + (6 × n) = 10 – n

(B) 2 + (6 × n) = n – 10

(C) 2 × (6 × n) = 10 – n

(D) 2 × (6 × n) = n – 10

I2MLQXXXAG04BGAM351B-AM35BW

31. Use the figure shown to answer the

question.

How many triangular regions can be made

in the figure by only drawing line

segments from vertex P to the other

vertices?

(A) 4

(B) 5

(C) 6

(D) 7

I3MLQ2002D04CN00000-0701DW

32. Kara has a box of chocolates with different

cream fillings: caramel, vanilla, cinnamon,

orange, and cocoa. The probability of

choosing a chocolate filled with caramel is

4 out of 9. Which combination of

chocolates is possible?

(A) 4 caramel chocolates and 9 others

(B) 16 caramel chocolates and 36 others

(C) 18 caramel chocolates and 8 others

(D) 20 caramel chocolates and 25 others

QR 2

85

STOP. If there is time, you

may check your work in this

section only.

I2MLQXXXBN13CN00000-BQ31BW

33. Josh did the problem shown with his

calculator.

51 743

25

×

What is a reasonable estimation for his

answer?

(A) between 1,000 and 1,200

(B) between 1,200 and 2,000

(C) between 2,000 and 2,500

(D) between 2,500 and 3,000

I2MLQXXXCN13FN00000-CQ19BW

34. What is the value of n in the expression

( ) 30 15 45

3

+

= n?

(A) 200

(B) 600

(C) 900

(D) 1,800

I2MLQXXXCA02CGCA351-CA35DW

35. Use the number line shown to answer the

question.

P is the average of Q and another number.

What is the other number?

(A) 3

(B) 6

(C) 14

(D) 18

86

Reading Comprehension

LOWER LEVEL

Practice Test

Copyright © 2009 by Educational Records Bureau. All rights reserved. No part of this book may be

reproduced, redistributed, or transmitted in any form or by any means, electronic, manual,

photocopying, recording or by any information storage and retrieval system, without prior written

permission of the Educational Records Bureau.

RC 3

87

STOP. Do not go on

until told to do so.

Section 3

Reading Comprehension

This section contains four short reading passages. Each passage is followed by five questions based on

its content. Answer the questions following each passage on the basis of what is stated or implied in that

passage. You may write in your test booklet.

Time: 20 minutes 20 Questions

3 RC

Go on to the next page. 88

Questions 1– 5

Passage LB03

His days already crowded with work, 1

Frederick Douglass found time for another job. 2

As a former slave himself, he made time to 3

work on the Underground Railroad. 4

The Underground Railroad was not a 5

railroad with trains and tracks. But it did have 6

passengers, conductors, stations, and 7

stationmasters. Runaway slaves were the 8

passengers, and the conductors were the people 9

who led them North. The station was where 10

they rested and hid—usually the homes of 11

people who hated slavery. These were 12

stationmasters. 13

Frederick Douglass’ home in Rochester, 14

New York, was a station on the Underground 15

Railroad. He never knew when to expect a 16

group of slaves. Usually they came late at night 17

with a knock on the door. Frederick and Anna, 18

his wife, would look at each other and know— 19

the Underground Railroad was running. Anna 20

would ready the house and Frederick would go 21

to the door. He wouldn’t open it. First he would 22

whisper, “Who’s there?” “A friend with 23

friends,” someone would answer. Then 24

Frederick knew it was safe to let them inside. 25

Frederick Douglass’ whole family worked 26

on the Railroad. His five children helped him 27

hide the slaves and make them comfortable. 28

“Remember,” Frederick said, “they are guests 29

in our house.” They had to be quick guests. 30

Traveling on the Underground Railroad was 31

dangerous. Grown-ups talked in whispers and 32

children learned to play in whispers, too. 33

In 1850, the Underground Railroad became 34

more dangerous when a new law was passed. 35

Called the Fugitive Slave Law, it said that 36

runaway slaves must be returned to their 37

masters. Anyone caught hiding slaves would be 38

fined or thrown in jail. 39

Slaves were not safe anywhere in the 40

United States. They had to escape to Canada. 41

Frederick Douglass’ home in Rochester became 42

an important station, since it was the last station 43

on the line on Lake Ontario. Across the lake lay 44

the safety of Canada. 45

Over the years, Frederick Douglass helped 46

over 400 slaves escape. Each time he thought, 47

“There goes one less slave, one more free 48

person.” 49

RC 3

89 Go on to the next page.

I2ELCXXXBM01APLB030-BR10CW

1. The primary purpose of the passage is to

(A) relate the various roles Frederick

Douglas played in his lifetime.

(B) analyze the reasons for the operation

of the Underground Railroad.

(C) describe Frederick Douglass’ work

with the Underground Railroad.

(D) discuss the characteristics of the

slaves who used the Underground

Railroad.

I2ELBXXXBO01DPLB030-BR11CW

2. The passage states that the slaves filled

which role on the Underground Railroad?

(A) conductors

(B) engineers

(C) passengers

(D) stationmasters

I2ELBXXXBV03B LB030-BR12AW

3. In line 36, “Fugitive” most nearly means

(A) escapee.

(B) immigrant.

(C) pirate.

(D) wanderer.

I2ELBXXXBS01BLB030-BR13CW

4. According to the passage, how did

Frederick Douglass’ job change in 1850?

(A) It became harder because fewer

people worked with him.

(B) It became more complicated because

he had to involve his family.

(C) It became more dangerous because,

if caught, he could now go to prison.

(D) It became easier because more

former masters came and retrieved

the slaves.

I2ELBXXXBO01DLB030-BR15DW

5. The passage provides information to

answer which question?

(A) In which state did the Underground

Railroad originate?

(B) What was Frederick Douglass’ work

other than his work with slaves?

(C) Why did Frederick Douglass have

his family members help him in his

work?

(D) After 1850, what was the destination

of most slaves on the Underground

Railroad?

3 RC

Go on to the next page. 90

Questions 6–10

Passage LC02

When a building is torn down, a vacant lot 1

is created. However, the lot will not remain 2

“vacant” for long. Soon the first plants will 3

appear. 4

On rare occasions, seeds may remain under 5

buildings for decades, perhaps a hundred years 6

or more. The building over them keeps them 7

dry and preserved. Once the building goes, 8

rainwater may dampen the seeds and cause 9

them to sprout. When this happens, new plants 10

will start growing in the vacant lot. 11

This sort of thing happened in London after 12

the city was bombed during the Second World 13

War. After many damaged buildings were torn 14

down, beautiful wild flowers that had not been 15

known to grow in London for hundreds of 16

years started growing in the vacant lots. 17

Even if this does not happen with old seeds, 18

plants will show up anyway. Some of the seed 19

swill is carried in the wind to the newly formed 20

vacant lot. Birds will leave undigested seeds on 21

the ground in their droppings. Other seeds may 22

drop off the clothing of people walking near or 23

across the vacant lots. Eventually, seeds of 24

plants and spores of mosses and ferns will find 25

their way to the lot. 26

If the lot is left free to develop for many 27

years and receives adequate sunlight and rain, 28

its plant life will follow a predictable life cycle. 29

Its first plant inhabitants will be weeds and 30

wild flowers, such as dandelions and clover. 31

Over the years, grasses will appear, followed 32

by vines and quick-growing trees such as the 33

white pine. In a few years, the lot will probably 34

become home to birds, insects, and many small 35

animals. 36

Vacant lots may appear to be ugly, harsh 37

places. Yet, they teach us something. They 38

prove that life, if given half a chance, will take 39

over any place it can—even a vacant lot. 40

RC 3

91 Go on to the next page.

I2ELCXXXCM01APLC020-CR06AW

6. Which best expresses the main idea of the

passage?

(A) Life will return even to a vacant lot

in the city.

(B) Animals will not live in a vacant lot

until plant life has developed.

(C) The clothing of people walking

through the city carries plant seeds.

(D) Many buildings in London were

destroyed by bombing during the

Second World War.

I2ELCXXXCO1DP LC020-CR09CW

7. Which best characterizes plant life as it is

described in the passage?

(A) beautiful

(B) edible

(C) persistent

(D) untidy

I2ELCXXXCI01IP LC020-CR07AW

8. The author implies that a good place to

look for seeds of plants that no longer

grow in the city would be

(A) in the dirt under very old buildings.

(B) in places that are full of dandelions

and clover.

(C) in open fields that receive a lot of

sunlight and rain.

(D) on the clothing of people walking

through vacant lots.

I2ELCXXXCI01IP LC020-CR08CW

9. In the fifth paragraph (lines 27–36), the

author implies that the return of life to a

vacant lot would be held back if

(A) animal life disappeared from the

area.

(B) people did not walk near or across

the lot.

(C) the lot did not get enough water and

sunlight.

(D) the lot became covered with grasses

and vines.

I2ELCXXXCO01FPL C020-CR10CW

10. The function of the last paragraph

(lines 37– 40) is to

(A) provide an exciting ending to the

passage.

(B) leave the reader with an unsolved

mystery.

(C) summarize one of the main ideas of

the passage.

(D) provide evidence that the author’s

argument is correct.

3 RC

Go on to the next page. 92

Questions 11–15

Passage LC07

On a recent trip to the Oakland Museum to 1

see a display of African American quilts, 2

several students got lost. We boarded two 3

different subway cars, and about six students 4

who were in the car next to mine decided to 5

take advantage of my not being there. They 6

began walking from one car to the other, which 7

they are not supposed to do. When we came to 8

our stop, they didn’t know it was time to get off 9

since they were in a different car. As I was 10

counting noses in the station, I saw six of them 11

pressed up against the glass in the last car, 12

looking worried and distraught as the train 13

pulled out. 14

I went upstairs to speak with the 15

stationmaster, who phoned ahead to check with 16

security personnel. They reported that the 17

students had not disembarked at the next 18

station. So the stationmaster got on the paging 19

system and announced, “Will Ms. Logan’s 20

students please call 214. Will Ms. Logan’s 21

students please call 214.” I returned to the train 22

platform downstairs to see the rest of my class 23

running around wildly looking for a phone. 24

RC 3

93 Go on to the next page.

I2ELCXXXCM01APLC070-CR36DW

11. The passage is primarily concerned with

describing

(A) the benefits of traveling by train.

(B) the importance of visiting museums.

(C) the strengths and weaknesses of

subway security.

(D) the teacher’s experience with a

group of students.

I2ELCXXXCV03BPLC070-CR34CW

12. In line 18, “disembarked” most nearly

means

(A) called.

(B) continued.

(C) gotten off.

(D) asked for help.

I2ELCXXXCI01IPLC070-CR35CW

13. Which can be inferred from the last

sentence (lines 22–24)?

(A) The students were bored and desired

exercise.

(B) The students were trying to find their

lost classmates.

(C) The students who were not lost

thought they should call 214.

(D) The telephones on the subway

platform were not operating

properly.

I2ELCXXXCO01EPLC070-CR32AW

14. The passage supplies information to

answer which question?

(A) Where were the students going?

(B) Where were the students coming

from?

(C) How many students were in the total

group?

(D) How did the class react when the

students were all reunited?

I2ELCXXXCS01BPLC070-CR33DW

15. According to the author, a group of

students did not get off the subway at the

appropriate station because

(A) their teacher miscounted noses.

(B) the subway paging system was not

working.

(C) they were distracted by the other

passengers.

(D) they were not in the same car as their

teacher.

3 RC

Go on to the next page. 94

Questions 16–20

Passage LA05

One spring I celebrated the first ant parade 1

that found its way into my kitchen by allowing 2

it to do whatever it wanted to. A steady line of 3

ants filed from a crack just below a windowsill 4

to the corner of my sink, where I keep a small 5

drainer of vegetable wastes for my compost 6

heap. Another line was headed just as steadily 7

in the other direction. 8

Because my drainer contained too many 9

odds and ends for me to see exactly what it was 10

the ants were after, I set up a feeding station to 11

determine their food preferences. I turned a 12

dinner plate upside down, and on its rounded, 13

easily accessible surface, I dabbed a few items: 14

a little peanut butter, some honey, some cottage 15

cheese, and plain water. As the day went by, I 16

added a piece of apple, some raw egg white, 17

milk, and vinegar. 18

I soon learned that they were interested in 19

everything except the vinegar, but their real 20

favorite was the honey. There were always four 21

or five ants crowded around the honey drop, 22

while just one or two were exploring the other 23

substances. 24

As much as I enjoyed watching the ants 25

making their food choices, I concluded that 26

such encouragement was not good for our 27

relationship. So I cleared up my feeding station 28

and began my annual effort to eliminate or 29

protect the foods that invite ants to forage 30

indoors. 31

RC 3

95

STOP. If there is time, you

may check your work in this

section only.

I2ELAXXXAM01APLA050-AR26CW

16. The main purpose of the passage is to

describe how

(A) ants locate food and take it to their

nests.

(B) ants find their way into people’s

homes.

(C) the author learned about ants’ food

preferences.

(D) the author protects the kitchen

against ants.

I2ELAXXXAI01ILA050-AR22DW

17. The author’s attitude toward ants is best

described as one of

(A) annoyance.

(B) disgust.

(C) dismay.

(D) interest.

I2ELAXXXAO01EPLA050-AR23DW

18. The author turned the dinner plate upside

down (lines 12 –13) in order to

(A) make the food visible from far away.

(B) keep the food safe from other

insects.

(C) keep the ants from carrying the food

away.

(D) make it easier for the ants to climb

onto it.

I2ELAXXXAF02CPLA050-AR24AW

19. By saying that such encouragement

was not “good for our relationship”

(lines 27–28), the author is suggesting

that the ants could become

(A) annoying.

(B) dangerous.

(C) unappreciative.

(D) unfriendly.

I2ELAXXXAV03BPLA050-AR25BW

20. In line 30, “forage” most nearly means to

(A) build a nest.

(B) look for food.

(C) form a parade.

(D) raise offspring.

96

Mathematics Achievement

LOWER LEVEL

Practice Test

Copyright © 2009 by Educational Records Bureau. All rights reserved. No part of this book may be

reproduced, redistributed, or transmitted in any form or by any means, electronic, manual,

photocopying, recording or by any information storage and retrieval system, without prior written

permission of the Educational Records Bureau.

MA 4

97

STOP. Do not go on

until told to do so.

Section 4

Mathematics Achievement

Each question is followed by four suggested answers. Read each question and then decide which one of

the four suggested answers is best.

Find the row of spaces on your answer document that has the same number as the question. In this row,

mark the space having the same letter as the answer you have chosen. You may write in your test

booklet.

SAMPLE QUESTION: Sample Answer

Which number is divisible by 6 without a remainder?

(A) 16

(B) 33

(C) 48

(D) 64

The correct answer is 48, so circle C is darkened.

Time: 25 minutes 25 Questions

4 MA

Go on to the next page. 98

I2MLAXXXCM02DGCQ151-CQ15BW

1. Use the triangle to answer the question.

What is the perimeter of the triangle?

(P = s + s + s)

(A) 18 feet

(B) 36 feet

(C) 54 feet

(D) 72 feet

I2MLAXXXCD04BN00000-CA05AW

2. A total of 28 students were asked which

one of three snacks—ice cream, popsicles,

or frozen yogurt—they preferred. If

17 students said they preferred ice cream,

and 4 students said they preferred

popsicles, how many students said they

preferred frozen yogurt?

(A) 7

(B) 11

(C) 15

(D) 21

I2MLAXXXCG01AN00000-CQ05DW

3. What is the name of a rectangle with sides

of equal length?

(A) hexagon

(B) octagon

(C) pentagon

(D) square

I2MLAXXXCN11AN00000-CA04AW

4. What is the standard form for two hundred

three thousand forty-nine?

(A) 203,049

(B) 203,409

(C) 230,490

(D) 234,900

I2MLAXXXCN11AGCQ011-CQ01BW

5. Use the number line to answer the

question.

What number is represented by point P on

the number line?

(A) 73

(B) 77

(C) 79

(D) 83

I2MLAXXXCN13BN00000-CA13CW

6. What is the value of the expression

308 + 197?

(A) 405

(B) 495

(C) 505

(D) 515

I2MLAXXXCA02AN00000-CA06BW

7. Which expression is equal to 20?

(A) (3 × 5) + 4 – 7

(B) 3 × (5 + 4) – 7

(C) 3 × 5 + (4 – 7)

(D) 3 × (5 + 4 – 7)

MA 4

Go on to the next page. 99

I2MLAXXXCD02AN00000-CA07DW (1 of 2 cluster)

8. A class put three cans full of water in the sun. Each can was covered and had a thermometer in it to

measure the temperature of the water in degrees Fahrenheit. One can was painted black, one can

was painted white, and one can was painted silver. The table shows the data collected.

TEMPERATURE EXPERIMENT

Black Can White Can Silver Can

Start 50°F 50°F 50°F

10 min 53°F 50°F 52°F

20 min 57°F 51°F 54°F

30 min 62°F 51°F 56°F

40 min 68°F 52°F 58°F

50 min 75°F 52°F 60°F

At 50 minutes, how much warmer was the water in the black can than the water in the white can?

(A) 8°F

(B) 13°F

(C) 18°F

(D) 23°F

I2MLAXXXCN21EN00000-CA03CW

9. Which fraction is equivalent to 0.4?

(A)

1

4

(B)

1

40

(C)

4

10

(D)

4

100

I2MLAXXXCN13BN00000-CA18BW

10. What is the value of the expression

2,000 – 165?

(A) 1,735

(B) 1,835

(C) 1,935

(D) 2,835

I2MLAXXXCA01BN00000-CA25AW

11. If 2 × (□ + 4) = 22, what number does

□ stand for?

(A) 7

(B) 9

(C) 11

(D) 15

I2MLAXXXCN23DN00000-CQ21DW

12. Chris buys five items costing $3.49,

$11.99, $0.50, $2.99, and $16.99. What is

the estimated total cost of Chris’ items?

(A) between $20 and $25

(B) between $25 and $30

(C) between $30 and $35

(D) between $35 and $40

4 MA

Go on to the next page. 100

I2MLAXXXCD01CGCA021-CA02DW

13. The graph shows the population of four towns.

How many more people live in Southville than live in Eastville?

(A) 3,000

(B) 5,000

(C) 10,000

(D) 15,000

I2MLAXXXCN13CN00000-CA16AW

14. Lake Superior has an area of about

31,700 mi

2

. Which lake has an area closest

to

1

3

that of Lake Superior?

(A) Lake Nyasa, which has an area of

11,430 mi

2

(B) Lake Tanganyika, which has an area

of 12,700 mi

2

(C) Lake Huron, which has an area of

23,000 mi

2

(D) Lake Victoria, which has an area of

26,828 mi

2

I2MLAXXXCD04BGCA112-CA11BW

15. Use the diagram to answer the question.

If one of the cards is picked up at random,

what is the chance that it will be a ?

(A) 1 out of 4

(B) 1 out of 3

(C) 1 out of 2

(D) 2 out of 3

MA 4

Go on to the next page. 101

I2MLAXXXCD02BN00000-CQ26BW

16. Use the table to answer the question.

HOPE SCHOOL’S SCORES

Event 1 7.9 8.2 8.3 7.8 8.0

Event 2 8.3 8.3 8.4 8.0 7.9

Event 3 7.6 8.1 7.5 7.4 7.7

Event 4 8.0 7.9 7.9 7.6 7.7

What is the mode of this set of data?

(A) 7.6

(B) 7.9

(C) 8.0

(D) 8.3

I3MLA3001N11GXXXX0-0780CW

17. Use the set of numbers shown to answer

the question.

{2, 3, 5, 7, 11, …}

Which describes this set of numbers?

(A) odd numbers

(B) even numbers

(C) prime numbers

(D) composite numbers

I3MLA1104A02CN00000-0704AW

18. If the area of a rectangle is 20 cm

2

, which

equation can be used to determine the

width of that rectangle? (A = lw, where

A = Area, l =length, and w = width.)

(A)

20

w

l

=

(B)

20

l

w =

(C) 20 w l = ÷

(D) 20 w l = +

I2MLAXXXCN21DN00000-CQ24DW

19. Which fraction is between

1

2

and

9

10

?

(A)

1

4

(B)

1

3

(C)

2

5

(D)

4

5

I3MLA1104A01AN00000-0703BW

20. Use the number sequence to answer the

question.

2, 4, 8, 14, 22, 32, ___

What is the next number in the sequence?

(A) 34

(B) 44

(C) 54

(D) 64

4 MA

Go on to the next page. 102

I2MLAXXXCM02BGCA281-CA28DW

21. Use the Time Zone map to answer the question.

An airplane leaves Seattle at 1:00 P.M. and arrives 4 hours later in Detroit. What time is it in

Detroit?

(A) 10 A.M.

(B) 1 P.M.

(C) 5 P.M.

(D) 8 P.M.

I2MLAXXXCN21BN00000-CA33DW

22. What is the sum of 2.9 + 1.7?

(A) 3

3

5

(B) 4

1

5

(C) 4

2

5

(D) 4

3

5

I2MLAXXXCM02DN00000-CQ31CW

23. What is the perimeter of a rectangle that

has a length of 8 inches and a width of

5 inches? (P = 2l + 2w)

(A) 13 inches

(B) 23 inches

(C) 26 inches

(D) 28 inches

MA 4

103

STOP. If there is time, you

may check your work in this

section only.

I2MLAXXXCG02BGCA221-CA22CW

24. Use the coordinate grid to answer the

question.

What are the coordinates of point P in the

figure?

(A) (1, 7)

(B) (1, 8)

(C) (8, 1)

(D) (8, 2)

I2MLAXXXCN23EN00000-CA19AW

25. Terry had 5

5

8

feet of wire. He used

3

3

4

feet of the wire to make a lamp. How

many feet does he have left?

(A) 1

7

8

(B) 2

1

8

(C) 2

1

2

(D) 2

7

8

104

Essay

LOWER LEVEL

Practice Test

Copyright © 2009 by Educational Records Bureau. All rights reserved. No part of this book may be

reproduced, redistributed, or transmitted in any form or by any means, electronic, manual,

photocopying, recording or by any information storage and retrieval system, without prior written

permission of the Educational Records Bureau.

What to Expect on the ISEE Practice Test – Essay

105

Essay Topic Sheet

The directions for the Essay portion of the ISEE are printed in the box below. Use the pre-lined pages in

Appendix B (pages 135–136) for this part of the Practice Test.

NOTE: The page references in the directions below refer to the page numbers at the bottom of the

answer sheet, not to the page numbers of the What to Expect on the ISEE book.

Directions continue on the next page.

You will have 30 minutes to plan and write an essay on the topic printed on the

other side of this page. Do not write on another topic. An essay on another

topic is not acceptable.

The essay is designed to give you an opportunity to show how well you can

write. You should try to express your thoughts clearly. How well you write is

much more important than how much you write, but you need to say enough

for a reader to understand what you mean.

You will probably want to write more than a short paragraph. You should also

be aware that a copy of your essay will be sent to each school that will be

receiving your test results. You are to write only in the appropriate section of

the answer sheet. Please write or print so that your writing may be read by

someone who is not familiar with your handwriting.

You may make notes and plan your essay on the reverse side of the page.

Allow enough time to copy the final form onto your answer sheet. You must

copy the essay topic onto your answer sheet, on page 3, in the box provided.

Please remember to write only the final draft of the essay on pages 3 and 4 of

your answer sheet and to write it in blue or black pen. Again, you may use

cursive writing or you may print. Only pages 3 and 4 will be sent to the schools.

What to Expect on the ISEE Practice Test – Essay

106

Notes

REMINDER: Please write this essay topic on the first few lines of page 3 of your answer

sheet.

Essay Topic

- Only write on this essay question

- Only pages 3 and 4 will be sent to the schools

- Only write in blue or black pen

If you were granted the power to change one thing about

your community, what would you change and why?

107

SCORING THE

PRACTICE TEST

LOWER LEVEL

What to Expect on the ISEE Scoring the Practice Test

108

Step-by-Step Directions

When you have finished all five sections of the Practice Test, you will be ready to grade and score your

test. Follow the steps on these next pages exactly as written, and you will soon know your score and

how you did compared to other students who have taken a similar practice test, except for the essay.

You will have three scores when you finish: your raw score, your scaled score range, and your quartile

ranking. As you determine these three scores, enter them in the table below.

ISEE PRACTICE TEST SCORING

Verbal

Reasoning

Quantitative

Reasoning

Reading

Comprehension

Mathematics

Achievement

1. Raw Score

2. Scaled Score Range

3. Quartile

Finding Your Raw Score

The number of questions that you have answered correctly is called your “raw score.” As you will see,

you get one point for every question that you answer correctly, but no points for a question you answer

incorrectly or omit.

1. Turn to page 111 and place your answer sheet beside the column headed Verbal Reasoning.

2. Enter the answer that you chose for question 1 in the “Your Answer” column. Next, move to the

column to the right and put a “+” if your answer is correct. Leave this box blank if your answer

is wrong or if you skipped this question.

3. Continue until you have entered your answers beside the correct answers to each of the

30 Verbal Reasoning questions.

4. Move your Practice Test answer sheet beside the column headed Quantitative Reasoning on

page 112 and follow steps 2 and 3 above. (Note: Although the Practice Test Answer Key lists

questions by NCTM standards, on the actual Individual Student Report (ISR), your results for

Quantitative Reasoning are listed as “Word Problems.”)

5. Move to Reading Comprehension (page 113) and Mathematics Achievement (page 114) in turn

and follow steps 2 and 3 above. Remember to skip questions you did not answer as you mark

down your answers.

6. Count the number of correct (+) answers in each section. For example, if you have 12 “+” marks

in Verbal Reasoning, write 12 next to Total Correct.

7. Count each section separately and write down the number of correct answers next to Total

Correct. These are your raw scores.

8. Enter the raw scores for each section on line 1 of the table above.

For a full explanation of scaled scores, percentiles, and stanines, please see the “Understanding the

Individual Student Report (ISR)” section of this book.

What to Expect on the ISEE Scoring the Practice Test

109

Finding Your Scaled Score

You will need to convert (change) your raw score to a scaled score to see what it means and how you

compare with other students who took a similar test. This step is necessary because there are different

forms of the ISEE, and the scaled score helps the people who score the ISEE compare your score with

other scores. We have provided a scaled score range for each raw score, because the Practice Test that

you took cannot be equated exactly with the real ISEE test. The reason: the Practice Test was not taken

under a real testing environment at a school or ISEE office. Nevertheless, the score you calculate here

will be sufficiently close for you to feel confident in the score you can expect. Your actual ISEE score

report will show a single scaled score for each section rather than the ranges shown on these conversion

tables. Follow these steps exactly.

1. Turn to the conversion tables on pages 115–118. Note there are several tables (one for each

section).

2. Find the correct conversion table for the raw score of the section you wish to equate. For

example, in the table for Verbal Reasoning, find the line that lists the total of your correct

answers (your “raw” score) on the Verbal Reasoning section. Find the reported range of scaled

scores beside your raw score. Record these numbers under the corresponding column on

line 2 of the table on page 108.

3. Repeat for the other three sections.

Finding Your Quartile Score

Your quartile score is based on how you compare to other students applying to the same grade. Using

the comparative data table that is next to the conversion table in each separate section, find the quartile

that corresponds to your scaled score. Record the quartile for each section on line 3 of the table on

page 108.

Reviewing Your Essay

The ISEE does NOT score your essay. A photocopy of your essay will be sent to each school you listed

to receive your scores. Each school will judge the essay independently, using its own standards.

Remember, the essay and the rest of the ISEE are only two of the pieces of information admission

officers will use to determine your potential for success at their schools.

For this Practice Test, we suggest that you ask an adult who knows you to read your practice essay and

give you feedback about how you did, using the tips for essay writing found on page 58.

110

This page is intentionally left blank.

What to Expect on the ISEE Scoring the Practice Test – Answer Keys

111

ISEE Practice Test Answer Keys

Verbal Reasoning Answer Key—Lower Level (30 items)

Item Key

Your

Answer

+ If

Correct

*Type

1 D S

2 B S

3 C S

4 C S

5 A S

6 B S

7 C S

8 C S

9 D S

10 C S

11 D S

12 D S

13 B S

14 D S

15 D S

16 A SWR

17 A SWR

18 C SWR

19 A SWR

20 A SWR

21 D SWR

22 D SWR

23 C SWR

24 B SWR

25 D SWR

26 C PR

27 D PR

28 B PR

29 B PR

30 C PR

TOTAL CORRECT

*Key to Type of Item

S = Synonyms

SWR = Single Word Response

PR = Phrase Response

What to Expect on the ISEE Scoring the Practice Test – Answer Keys

112

Quantitative Reasoning Answer Key—Lower Level (35 items)

Item Key

Your

Answer

+ If

Correct

*Type

1 A ND

2 C NW

3 B NW

4 A M

5 A A

6 B G

7 B NW

8 A ND

9 D A

10 D D

11 D D

12 D A

13 C M

14 D A

15 D A

16 B A

17 A ND

18 C D

19 C ND

20 A A

21 D NW

22 C M

23 B ND

24 D G

25 C ND

26 B ND

27 C D

28 C M

29 A D

30 B A

31 B G

32 D D

33 B NW

34 B NW

35 D A

TOTAL CORRECT

(On the actual Individual Student Report, your results for Quantitative Reasoning will only list

Word Problems.)

*Key to Type of Item

NW = Numbers and Operations A = Algebraic Concepts

(Whole Numbers) G = Geometry

ND = Numbers and Operations M = Measurement

(Decimals, Percents, Fractions) D = Data Analysis and Probability

What to Expect on the ISEE Scoring the Practice Test – Answer Keys

113

Reading Comprehension Answer Key—Lower Level (20 items)

Item Key

Your

Answer

+ If

Correct

*Type

1 C MI

2 C OL

3 A V

4 C SI

5 D OL

6 A MI

7 C OL

8 A I

9 C I

10 C OL

11 D MI

12 C V

13 C I

14 A OL

15 D SI

16 C MI

17 D I

18 D OL

19 A T/S/F

20 B V

TOTAL CORRECT

*Key to Type of Item

MI = Main Idea

SI = Supporting Ideas

I = Inference

V = Vocabulary

O/L = Organization/Logic

T/S/F = Tone/Style/Figurative Language

What to Expect on the ISEE Scoring the Practice Test – Answer Keys

114

Mathematics Achievement Answer Key—Lower Level (25 items)

Item Key

Your

Answer

+ If

Correct

*Type

1 B M

2 A D

3 D G

4 A NW

5 B NW

6 C NW

7 B A

8 D D

9 C ND

10 B NW

11 A A

12 D ND

13 D D

14 A NW

15 B D

16 B D

17 C NW

18 A A

19 D ND

20 B A

21 D M

22 D ND

23 C M

24 C G

25 A ND

TOTAL CORRECT

*Key to Type of Item

NW = Numbers and Operations A = Algebraic Concepts

(Whole Numbers) G = Geometry

ND = Numbers and Operations M = Measurement

(Decimals, Percents, Fractions) D = Data Analysis and Probability

What to Expect on the ISEE Scoring the Practice Test – Conversion Tables

115

Practice Test Conversion Tables and Percentiles (Quartiles)

Verbal Reasoning Conversion Table —Lower Level

*Minimum reported range is 30 points wide.

2009 ISEE Practice Tests

Scaled Score Ranges

(Min. = 760 and Max. = 903)

Raw

Score

*Reported Range

30

29

28

27

26

25

24

23

22

21

20

19

18

17

16

15

14

13

12

11

10

9

8

7

6

5

4

3

2

1

0

873

869

865

861

857

853

849

846

842

838

834

830

826

822

818

814

811

807

803

799

795

791

787

783

779

776

772

768

764

760

760

903

899

895

891

887

883

879

876

872

868

864

860

856

852

848

844

841

837

833

829

825

821

817

813

809

806

802

798

794

790

786

Comparative Data

Scaled Score Quartiles

Based on 2007–2008 ISEE Norms

Applicants

to Grade

75th 50th 25th

5

6

864

876

851

862

836

848

What to Expect on the ISEE Scoring the Practice Test – Conversion Tables

116

Quantitative Reasoning Conversion Table —Lower Level

*Minimum reported range is 30 points wide.

2009 ISEE Practice Tests

Scaled Score Ranges

(Min. = 766 and Max. = 911)

Raw

Score

*Reported Range

35

34

33

32

31

30

29

28

27

26

25

24

23

22

21

20

19

18

17

16

15

14

13

12

11

10

9

8

7

6

5

4

3

2

1

0

881

878

875

871

868

865

862

858

855

852

848

845

842

838

835

832

829

825

822

819

815

812

809

805

802

799

796

792

789

786

782

779

776

772

769

766

911

908

905

901

898

895

892

888

885

882

878

875

872

868

865

862

859

855

852

849

845

842

839

835

832

829

826

822

819

816

812

809

806

802

799

796

Comparative Data

Scaled Score Quartiles

Based on 2007–2008 ISEE Norms

Applicants

to GRADE

75th 50th 25th

5

6

863

866

848

855

834

846

What to Expect on the ISEE Scoring the Practice Test – Conversion Tables

117

Reading Comprehension Conversion Table —Lower Level

*Minimum reported range is 30 points wide.

Range can be wider at some points.

2009 ISEE Practice Tests

Scaled Score Ranges

(Min. = 764 and Max. = 913)

Raw

Score

*Reported Range

20

19

18

17

16

15

14

13

12

11

10

9

8

7

6

5

4

3

2

1

0

883

877

871

865

859

853

848

842

836

830

824

818

812

806

800

794

788

782

776

770

764

913

907

901

895

889

883

878

872

866

860

854

848

842

836

830

824

818

812

806

800

794

Comparative Data

Scaled Score Quartiles

Based on 2007–2008 ISEE Norms

Applicants

to GRADE

75th 50th 25th

5

6

864

876

848

858

829

839

What to Expect on the ISEE Scoring the Practice Test – Conversion Tables

118

Mathematics Achievement Conversion Table—Lower Level

2009 ISEE Practice Tests

Scaled Score Ranges

(Min. = 769 and Max. = 899)

Raw

Score

*Reported Range

25

24

23

22

21

20

19

18

17

16

15

14

13

12

11

10

9

8

7

6

5

4

3

2

1

0

869

865

861

857

853

849

845

841

837

833

829

825

821

817

813

809

805

801

797

793

789

785

781

777

773

769

899

895

891

887

883

879

875

871

867

863

859

855

851

847

843

839

835

831

827

823

819

815

811

807

803

799

*Minimum reported range is 30 points wide.

Comparative Data

Scaled Score Quartiles

Based on 2007–2008 ISEE Norms

Applicants

to GRADE

75th 50th 25th

5

6

870

876

857

866

844

855

119

UNDERSTANDING THE

INDIVIDUAL STUDENT

REPORT (ISR)

LOWER LEVEL

What to Expect on the ISEE Understanding the Individual Student Report

120

Figure 1. Sample ISR – Lower Level

Sample Individual Student Report (ISR)

What to Expect on the ISEE Understanding the Individual Student Report

121

The Independent School Entrance Exam (ISEE) consists of verbal and quantitative reasoning sections,

mathematics and reading comprehension achievement sections, and an essay that demonstrates a

student’s writing skills. The reasoning sections (Verbal and Quantitative) measure what a student is

capable of achieving or learning; the Mathematics Achievement and Reading Comprehension

sections show how well the student understands concepts already studied.

The purpose of this section of this book is to help students and their parents understand the information

presented in the Individual Student Report (ISR). The ISR is a concise and useful summary of the

student’s performance on the ISEE. Different parts of the report provide information that may be used in

the admission process to understand, compare, and evaluate student performance. A complete, actual

sample ISR is shown on the previous page (Figure 1). Two parts of the report—the Test Profile and

Analysis—are explained on the following pages.

Test Profile

The Test Profile near the top of the report provides information about the student’s overall performance

on each section of the ISEE, except the essay; an unscored copy of the essay is sent to each school for

which the student requests score reports.

Figure 2 shows the Test Profile from the sample ISR in Figure 1.

Figure 2. Sample Test Profile

The ISEE scores are reported in four ways in order to provide a comprehensive picture of the student’s

performance:

- Scaled Scores

- Percentile Rank

- Stanine

- Stanine Analysis

The Test Profile reports ISEE scores both as scaled scores and as percentile ranks with reference to

ISEE norms. These norms are based on independent school applicants in the same grade who have taken

the ISEE during the past three years. The Test Profile also shows stanines and a stanine analysis. These

terms are discussed on the following pages.

What to Expect on the ISEE Understanding the Individual Student Report

122

The norm group for this test is a very competitive group of students who are applying to independent

schools. Therefore, a student is compared only to other students in the same grade who have applied to

independent schools in the last three years. Given that this is a competitive group of students, a student’s

performance may be less than what it has been on other tests where the comparison group is less

selective. Admission offices are aware of this difference in the norming populations and do not expect

all applicants to be “above” the norm.

Scaled Scores

ISEE scaled scores for each section range from 760 to 940. The scaled score is derived from the raw

score—the number of questions the student answered correctly—but is more useful than the raw score

because the scaled score has the same meaning regardless of which version of the test was used. ERB

administers many different versions of the test each year. The scaled score takes these slight differences

into account and allows ERB to report a score on a common scale that has the same meaning for all

students, regardless of the version taken.

Percentile Rank

The percentile rank shows the student’s standing when compared to other students in the norm group for

this examination. The rank is based on scores obtained from all students in a given grade who have

taken the test over the past three years. Percentile rank scores range from 1 to 99. A percentile rank of 36

on Mathematics Achievement, for example, as depicted in Figure 2, indicates that the student scored as

well as or better than 36 percent of all students in the norm group and less well than 63 percent (out of a

total of 99 percentile points).

Small differences in percentile ranks on different tests may or may not represent significant differences

in performance on those sections. For this reason, ISEE scores are also reported as stanines.

Stanine

A stanine is a score from 1 to 9, with 5 as the midpoint. Stanines are derived by dividing the entire range

of students’ scores into nine segments, as follows:

Percentile

Rank

Stanine

1–3 1

4–10 2

11–22 3

23–39 4

40–59 5

60–76 6

77–88 7

89–95 8

96–99 9

What to Expect on the ISEE Understanding the Individual Student Report

123

Stanine Analysis

The stanine analysis permits comparisons between a student’s performance on both the ability tests and

the related achievement tests. Specifically, these comparisons are made between Verbal Reasoning (V)

and Reading Comprehension (R), and between Quantitative Reasoning (Q) and Mathematics

Achievement (M). Each letter in the stanine analysis box in the Test Profile is the midpoint of a band

that extends to either side of the stanine score. The percentile score is an estimate of a student’s ability

or knowledge. We can be reasonably certain that a student’s “true score” falls within the band reflected

by a particular stanine. If the stanine is 5, for example, the percentile rank range is 40–59.

In the example shown in Figure 2, the band for Reading Comprehension (R) is a bit lower than, but still

overlaps, the band for Verbal Reasoning (V). This indicates that the student’s performance in reading is

mostly consistent with the estimate of her verbal reasoning ability. To a degree, because the band for

Reading Comprehension is slightly to the left of the band for Verbal Reasoning, we can infer that the

student was working below her potential. Conversely, if the Reading Comprehension band were

completely to the right of the Verbal Reasoning band, we could be reasonably certain that the student

was performing better than expected. The same kinds of comparisons can be made between the

Mathematics Achievement and the Quantitative Reasoning bands.

Analysis

In the Analysis part of the ISR, each section score indicates the number of questions answered correctly,

the number of questions answered incorrectly, and the number of questions omitted or not reached. Each

section score is broken down by type of question, providing more specific information about a student’s

relative strengths and weaknesses.

Figure 3 shows the Analysis part of the sample ISR in Figure 1.

Figure 3. Sample Analysis

What to Expect on the ISEE Understanding the Individual Student Report

124

In the first column, each section is broken down into curricular areas and/or skills. The next two

columns show the number of questions and the number the student answered correctly for each

subsection. The symbols in the fourth and final column indicate whether the student answered each

individual question in the subsection correctly (+), answered the question incorrectly (–), skipped the

question (S), or did not reach the question (N). Questions coded S are those that appear to have been

deliberately skipped by the student, since subsequent questions in the subsection were answered.

Questions coded N are at the end of the section (not necessarily at the end of the subsection) and were

not answered, perhaps because the student ran out of time.

For all levels, the left-to-right sequence of symbols in the fourth column reflects the order of the

questions in the section. In general, questions in each section are ordered by difficulty, with the easier

questions at the beginning and the harder questions at the end. This is not the case for Reading

Comprehension, however, as questions in that section are placed in logical order as they relate to the

associated reading passage.

Verbal Reasoning

The Verbal Reasoning section includes 15 synonym questions and 15 sentence completion questions

(10 single word response questions and 5 phrase response questions). The synonyms assess a student’s

vocabulary as well as his or her ability to understand relationships among words and subtle differences

in meaning. Sentence completion requires the student to successfully integrate information beyond the

immediate context of the phrase/sentence and incorporate subsuming concepts and ideas presented in the

text using syntactic and semantic cues. The results shown in Figure 3 indicate the student was able to

answer all of the questions.

Quantitative Reasoning

There are 35 multiple choice questions evenly distributed across the mathematical strands. This section

requires the student to show an understanding of concepts by using logical reasoning, synthesis, skill,

and comprehension. To solve a word problem, the student must invoke a rule and then apply it. In the

example in Figure 3, the student did not answer the last question.

Reading Comprehension

The Reading Comprehension section has 20 questions: five questions for each reading passage. These

include questions on main idea, supporting ideas, inference, vocabulary in context, organization, logic,

and figurative language. The questions are listed in order as they appear on the test within each of the

reading passage sections. For the other three sections of the test: Verbal Reasoning, Quantitative

Reasoning, and Mathematics Achievement, the test is arranged so that easier items appear first

and more difficult items appear later.

What to Expect on the ISEE Understanding the Individual Student Report

125

Mathematics Achievement

There are 25 items on the Mathematics Achievement section covering six skill areas. In line with a

traditional notion of mathematics achievement, these items call for the identification of and solutions to

problems requiring one or more steps in calculation. Looking at the results for this student on the

Mathematics Achievement section, it appears the student may have run out of time, since two questions

were not reached. However, the information shown for each skill area may be useful for placement

purposes.

Conclusion

Putting the ISEE in Perspective

It is helpful to remember that students in more than one grade are taking a particular level of the ISEE.

Therefore it is possible that some of the questions may seem particularly difficult to you because you

may not have learned some of the concepts in school yet. Your score on the ISEE is compared to only

students in your grade, and those students are probably learning about the same things that you are. In

that case, good preparation for the test includes being attentive in school and keeping up with your class

work and homework. There are no benefits to frantically reviewing materials at the last minute, and in

fact, you will probably make yourself very anxious if you do this. It is more important to get a good

night’s sleep the night before and to have a proper breakfast. Remember that your ISEE scores are only

part of the admission process. Schools also want to know about you as a person and what you can

contribute to their school community.

We wish you the best of luck in your school search and hope that this book has been helpful in

showing you what to expect on the ISEE. For more information, please visit ERB’s web site at

www.erblearn.org.

126

APPENDICES

LOWER LEVEL

What to Expect on the ISEE Appendix A

127

Appendix A

ISEE Content and Specifications

The sample questions and practice tests represent actual questions from previous tests, as well as newly

developed questions similar to what students will find on the current ISEE. As a result, students get the

best examples of the kinds of questions and the approximate level of difficulty that they will find when

they take the ISEE. The purpose of this appendix is to provide students and their parents with additional

information about the ISEE.

Verbal Reasoning

Over the past century, academic and behavioral research have identified specific abilities that are

relevant to academic performance and, therefore, can be used as predictors of academic success. Verbal

reasoning and quantitative reasoning are among those abilities and are an integral part of the ISEE.

Verbal reasoning is the ability to reason, infer, and interpret words, sentences, and discourse in order to

extract meaning and solve problems. The student must recognize relationships, make contrasts and

comparisons, follow logic, analyze problems, and think critically about what is being asked or

expressed. Item types that are often used for verbal reasoning include the following: extracting explicit

information, following directions, inferring word or phrase meaning, determining main idea of text,

analyzing similar and dissimilar concepts and situations, and evaluating strength and logic of arguments.

The Verbal Reasoning section of the ISEE is composed of two kinds of questions: synonyms and

sentence completions. Both of these kinds of questions test the depth and breadth of the student’s

vocabulary, and both test reasoning ability in different ways. Synonyms focus more on word recognition

and the ability to understand the relationships of other words and to discriminate among subtle

differences in meaning. The reasoning function of synonyms takes place when the student must choose

the word that is closest in meaning to the prompt word from among two or more related answer choices.

Sentence completion questions not only test vocabulary, but also measure a student’s knowledge of

words and their functions. The student must use both syntactic and semantic information within the text

and identify cues within the given sentence and across sentences. The student will be required to

successfully integrate information beyond the immediate context of the phrase/sentence and incorporate

subsuming concepts and ideas presented in the text.

In the Lower Level forms of the ISEE, the sentence completion answer choices are single words or short

phrases that complete a sentence fragment in the test item so the complete sentence has logical meaning.

Sentence completions in the Middle and Upper Level forms are more complex.

The following table shows the total number of test items on the actual Verbal Reasoning section of the

Lower Level ISEE.

VERBAL REASONING SECTION

Item Type Number of Items

Synonyms 17

Sentence Completion: Single Word Response

Sentence Completion: Phrase Response

11

6

Total Items for Verbal Reasoning Section 34

What to Expect on the ISEE Appendix A

128

Of the 34 total items, 30 are scorable items reported on the ISR, and 4 are unscored items that may be

used on future versions of the ISEE.

Quantitative Reasoning

The Quantitative Reasoning section has the student show that he or she can do more than recall and

recognize facts, definitions, and symbols; read a graph and compute using standard algorithms; or

estimate answers to computation problems. The reasoning section requires the student to show an

understanding of concepts by using logical reasoning, synthesis, skill, and comprehension. These

questions ask the student to relate and integrate his or her knowledge of mathematics. They allow the

student to show that he or she can apply that knowledge by interpreting data, solving application

problems, estimating, recognizing patterns, and solving non-routine problems. The kinds of questions

that are in the Quantitative Reasoning section are often called higher-order thinking problems.

Quantitative reasoning entails the ability to use numbers and numerical concepts in order to solve

problems. Questions may ask the student to recognize and apply a required numerical operation;

estimate numerical values; employ logic to determine what a particular problem entails; compare and

contrast quantities; analyze and interpret data; analyze, compare, predict, draw conclusions, and

summarize graphs; use reason to calculate the probability of events; understand concepts and

applications of measurement; and know how to arrive at statistical solutions to given problems.

Questions require the student to synthesize information, determine what is relevant (and irrelevant),

select appropriate analysis techniques, and apply them. The emphasis is on the ability to reason and

solve problems in a quantitative context. Actual calculations may or may not be required.

The Quantitative Reasoning section of the Lower Level ISEE consists of word problems that differ

somewhat from traditional mathematics achievement items in that some of them require no calculation.

To solve a quantitative reasoning word problem, the student must invoke a rule and then apply it. The

emphasis is on rule generation, hence the absence of calculation in some items and the simplicity of

calculation in others.

The following table shows the total number of items on the actual Lower Level Quantitative Reasoning

section.

QUANTITATIVE REASONING SECTION

Item Type Number of Items

Word Problems 38

Total Items for Quantitative Reasoning Section 38

Of the 38 total items, 35 are scorable items reported on the ISR, and 3 are unscored items that may be

used on future versions of the ISEE.

A key aspect of all quantitative reasoning word problems is that all incorrect responses are based on

logical errors, not miscalculations or other errors in form. Another feature of these problems is that they

may contain irrelevant information. The rationale is twofold. First, in a reasoning item, part of the

What to Expect on the ISEE Appendix A

129

problem is to sort the relevant from the irrelevant, just as a mathematician or scientist would do. Second,

as students take additional tests in the future, such as college admission tests and other tests that include

quantitative reasoning items, they will see more and more problems with irrelevant information. In one

sense, the ISEE begins to prepare students for this experience.

Reading Comprehension

Texts of various genres are used to assess reading comprehension, e.g., narrative, expository, persuasive,

or descriptive texts. Each genre presents features particular to it and may require that different reading

skills be engaged to understand and interpret the text’s meaning. For example, a persuasive passage will

likely require the reader to follow the logic of a set of arguments, contrast counterpoints, and evaluate

the opposing points of view. A narrative, on the other hand, may demand attention to detail and the

sequencing of events.

Reading comprehension may be affected not only by text type, but also by question type. Questions may

ask for straightforward comprehension of what is explicitly stated in the passage or may demand that the

reader be aware of implicit ideas. The reader may need to infer, interpret, analyze, and/or synthesize

information in order to arrive at a correct answer to a given question.

All ISEE Reading Comprehension test items are based on passages of varying lengths. For the Lower

Level test, passage length varies from 300 to 600 words. The test items that follow each reading passage

measure a student’s ability relative to Main Idea, Supporting Ideas, Inference, Vocabulary,

Organization/Logic, and Tone/Style/Figurative Language, as described in the NCTE strands.

Explanation of Strands in Reading Comprehension Section

- The Main Idea items assess the student’s ability to look for an overall message, theme, or central

idea in the passage.

- The Supporting Ideas items assess the student’s ability to identify explicit ideas that support the

main idea.

- Inference items ask the student to draw a conclusion from content not explicitly stated in the text.

Inference items may ask the student to compare and contrast ideas, interpret or analyze text,

and/or predict subsequent events or outcomes.

- Vocabulary items deal with word definitions within the context of the passage, usually in the

form of “most nearly means.”

- Organization/Logic items ask students to identify the sequence, pattern, relationship, structure,

or summary of the passage.

- Tone/Style/Figurative Language items assess the student’s understanding of mood, tone, point of

view, and figurative language such as images, irony, and personification.

At the Lower Level, there are five passages in the Reading Comprehension section, each followed by

five questions that relate to the passage. The five questions that follow each passage test the concepts

described above.

What to Expect on the ISEE Appendix A

130

The following table shows the total number of items in the actual Lower Level Reading Comprehension

section.

READING COMPREHENSION SECTION

ISEE Strand

Number of Items

Per Strand

Main Idea 3–4

Supporting Ideas 3–6

Inference 4–8

Vocabulary 4–8

Organization/Logic 2–4

Tone/Style/Figurative Language 1–3

Total Items on Reading Comprehension Section 25

Of the 25 total items, 20 are scorable items reported on the ISR, and 5 are unscored items that may be

used on future versions of the ISEE.

Mathematics Achievement

Mathematics Achievement test items conform to the traditional mathematics achievement items that call

for the identification and solution of a problem requiring one or more steps in calculation. Based on the

strands of the NCTM, the items require calculations ranging from simple addition and subtraction

(Lower Level) to second-year algebra (Upper Level). Item formats and rules for generating items are

summarized below.

- Items measure knowledge of content area and academic skills.

- Items assess what mathematics the student has been taught and how much the student is able to

do.

- Incorrect answer choices are based on process errors (e.g., miscalculations, using wrong

operations, wrong formulas).

- Items have the following characteristics:

o They are more concrete than abstract. They require application of standard mathematical

rules in standard situations.

o They require knowledge of terminology.

o They require knowledge of procedures, as well as concepts.

The ISEE Mathematics Achievement section on the actual Lower Level test contains 30 items. The

following table shows the skill areas and approximate number of questions testing those skill areas for

the Middle Level Mathematics Achievement section.

What to Expect on the ISEE Appendix A

131

MATHEMATICS ACHIEVEMENT SECTION

Skill Areas Number of Items

Whole Numbers 4–7

Decimals, Percents, Fractions 4–7

Algebraic Concepts 4–7

Geometry 2–5

Measurement 2–5

Data Analysis and Probability 4–7

Total Items on Mathematics Achievement Section 30

Of the 30 total items, 25 are scorable items reported on the ISR, and 5 are unscored items that may be

used on future versions of the ISEE.

The Mathematics Achievement section has a direct connection to what the student is learning or has

learned in mathematics in school. As stated previously, since each level is given to students in more than

one grade, it is possible that some of the questions may seem difficult because the student has not yet

learned some of the concepts. This is particularly true of the Mathematics Achievement section. But the

student’s ISEE score is compared only to students in the same grade who are also applying to

independent schools, students who are probably learning about the same things in school.

Essay

The essay prompts on the ISEE were created to be consistent with the prompts on previous editions of

the ISEE. All prompts are free of bias, global in scope, and representative of a wide variety of topics.

The Lower Level prompts ask students to write an essay that is of interest and relevant to the

experiences of students at this age. The essay will give further insight into what is important to the

applicant.

What to Expect on the ISEE Appendix B

132

Appendix B

Answer Sheet

Use the answer sheet and pre-lined pages in this appendix for the Practice Test. You may want to

photocopy the answer sheet to make it more convenient to use during the Practice Test.

What to Expect on the ISEE Appendix B

133

What to Expect on the ISEE Appendix B

134

What to Expect on the ISEE Appendix B

135

What to Expect on the ISEE Appendix B

136

What to Expect on the ISEE Index

137

Index

Algebraic Concepts, 31–32, 49–50

Analysis (ISR), 123–124

Answer Keys, 111–114

Appendices, 126–136

Conversion Tables, 115–118

Data Analysis and Probability, 37–38, 55–56

Decimals, Percents, Fractions, 47–48, 28–30

Essay, 12, 57–66, 104–106, 131

Geometry, 33–34, 51–52

Individual Student Report (ISR), 119–125

Inference, 39, 129–130

Introduction to the ISEE, 9–20

Main Idea, 39, 129–130

Mathematics Achievement, 11–12

Mathematics Achievement: Answer Key, 114

Mathematics Achievement: Content/

Specifications, 130–131

Mathematics Achievement: Conversion

Table, 118

Mathematics Achievement: Individual Student

Report (ISR), 125

Mathematics Achievement: Practice Test,

96–103

Mathematics Achievement: Sample Test

Questions, 43–56

Measurement, 35–36, 53–54

NCTE, 10, 129

NCTM, 10, 27, 43, 130

Numbers and Operations, 28–30, 45–48

Organization/Logic, 39, 129

Percentile, 108–109, 121–122

Practice Test, 67–106

Practice Test Answer Sheet, 132–136

Quantitative Reasoning, 11

Quantitative Reasoning: Answer Key, 112

Quantitative Reasoning: Content/

Specifications, 128–129

Quantitative Reasoning: Conversion Table, 116

Quantitative Reasoning: Individual Student

Report (ISR), 124

Quantitative Reasoning: Practice Test, 76–85

Quantitative Reasoning: Sample Test

Questions, 27–38

Raw Score, 18, 108–109

Reading Comprehension, 11

Reading Comprehension: Answer Key, 113

Reading Comprehension: Content/

Specifications, 129–130

Reading Comprehension: Conversion

Table, 117

Reading Comprehension: Individual Student

Report (ISR), 124

Reading Comprehension: Practice Test, 86–95

Reading Comprehension: Sample Test

Questions, 39–42

Sample Test Questions and Essay, 21– 66

Scaled Score, 18, 121–122

Scoring the Practice Test, 107–118

Sentence Completion, 22, 25–26, 127

Stanine, 19, 108–109, 121–122

Stanine Analysis, 123

Supporting Ideas, 39, 129

Synonyms, 22–24

Test Directions, 69

Test Profile (ISR), 121–123

Time Allotted, 16, 68

Tone/Style/Figurative Language, 39, 129

Understanding the Individual Student Report

(ISR), 119–125

Verbal Reasoning, 11

Verbal Reasoning: Answer Key, 111

Verbal Reasoning: Content/

Specifications, 127–128

Verbal Reasoning: Conversion Table, 115

Verbal Reasoning: Individual Student

Report (ISR), 124

Verbal Reasoning: Practice Test, 70–75

Verbal Reasoning: Sample Test

Questions, 22–26

Vocabulary, 39, 129

Whole Numbers, 28, 45–46

Word Problems, 11, 128–129

138

139

What to expect on the ISee

Independent School Entrance Exam

220 east 42nd Street

O

new York, nY 10017

1-800-989-3721

O

www.iseetest.org

An ERB test.

LoWer LeveL

candidates for grades 5 and 6

The only authorized guide produced by ERB

**WHAT TO EXPECT ON THE ISEE
**

A PREPARATION BOOK FOR STUDENTS AND THEIR PARENTS

Lower Level

Newly revised 2009

Copyright © 2009 by Educational Records Bureau. All rights reserved. No part of this book may be reproduced, redistributed, or transmitted in any form or by any means, electronic, manual, photocopying, recording or by any information storage and retrieval system, without prior written permission of the Educational Records Bureau.

The ISEE Staff . The questions that you will see in the “Sample Test Questions” and the “Practice Test” sections are not the same questions that you will find on the real test. you will know more about what to expect on your test day and feel comfortable with the types of questions. and the answer sheet on the ISEE. This book is intended to help you become familiar with the ISEE. You are probably going to be taking the Independent School Entrance Exam (ISEE) sometime soon. Even the answer sheets we have included are the same! Please be sure to read the test directions on page 69 and the explanation of your score report on pages 119–125.Dear Student. With warm regards. We hope that after spending some time with this book. since the ISEE may be different from other tests you have taken in the past. We wish you and your family the best of luck as you embark on this exciting educational adventure. but they are similar to those questions and have been written by the same people who wrote the actual ISEE. You will also have a chance to become familiar with the exact directions on the test. the directions. and we hope that this book will help you in preparing for this experience.

.

................................................................................................................................................................ Fractions .................................................................................................................47 Algebraic Concepts ................14 Frequently Asked Questions .....................33 Measurement.........................................................................................................................................................................................................................................................................................................................................22 Synonyms...........................................................................................................13 Information for Adults ................................13 What Happens to My Scores?...........................................................................................................................................................................................27 Numbers and Operations.......................................55 Writing the Essay..........................................................59 5 ..................................................................................................................................................................................................................................................................51 Measurement.......14 How You Can Help Your Student Prepare for the ISEE ........................................................................53 Data Analysis and Probability ....10 How Does a Student Arrange to Take the ISEE? .................................................................................................................................................................................................................14 Reminders for Your Student ...................................................................................................37 Reading Comprehension......10 What Types of Questions Are on the ISEE?...................................................................................................................................................................................................................................................................................................................................................................................13 How Will This Book Help Me? .............................................58 Sample Essay Topics ..................57 Tips for Writing the Essay ................................................................................................................................45 Numbers and Operations: Decimals.............................................................................What to Expect on the ISEE Table of Contents Table of Contents Introduction to the ISEE 9 Background Information........................... Percents......................31 Geometry................................................................13 Why Is the ISEE Required? ..............................................................................................................11 Information for Students..................................................................................................................................................................14 How This Book Can Help Your Student Prepare for the ISEE .................................................15 Sample Test Questions and Essay 21 Verbal Reasoning..............................................................................................................................................................................................................................................................................................................................................................................25 Quantitative Reasoning...........................................................................................................................................39 Mathematics Achievement .................................43 Numbers and Operations: Whole Numbers ........28 Algebraic Concepts ...............................................................10 What Is the ISEE? ...............................................................................23 Sentence Completion ..........................................................................49 Geometry.............................35 Data Analysis and Probability ........................................................................................................................................

..................................108 Finding Your Scaled Score .............125 Conclusion ...........................................................108 Finding Your Raw Score ........................................................................................................................122 Percentile Rank ..........................................................................................................................................................................................................................................................................................................................................................120 Test Profile (ISR)...................................................70 Quantitative Reasoning Practice Test ..................................................................................................................................................................................................................................................................................................................................................111 Quantitative Reasoning Answer Key........115 Verbal Reasoning Conversion Table ......................123 Analysis .......................118 Understanding the Individual Student Report (ISR) 119 Sample Individual Student Report (ISR) .........................................121 Scaled Scores ..................................................................123 Verbal Reasoning................69 Verbal Reasoning Practice Test......................86 Mathematics Achievement Practice Test..................................................................................................................................................................................................................68 Test Directions.....................................................................................................................................................................................................................................................................109 Reviewing Your Essay.............................................................104 Scoring the Practice Test 107 Step-by-Step Directions...............................................................................................................................................114 Practice Test Conversion Tables and Percentiles (Quartiles)...........................................................................................................................................................................115 Quantitative Reasoning Conversion Table ..................................................................122 Stanine Analysis.........125 6 .......................122 Stanine.................................................................109 Finding Your Quartile Score.......................................................113 Mathematics Achievement Answer Key............................109 ISEE Practice Test Answer Keys......................................................76 Reading Comprehension Practice Test .......................................................................................................................................................................................................................................................................................................................................................................................................................................................................................124 Quantitative Reasoning...................................................................................................................................................................................................................................................................................................................112 Reading Comprehension Answer Key..........117 Mathematics Achievement Conversion Table .............................................................................................111 Verbal Reasoning Answer Key.....................................................................................................................................................................................................96 Essay Practice Test .........................................116 Reading Comprehension Conversion Table .................................................................................................What to Expect on the ISEE Table of Contents Practice Test 67 Using the Practice Test ...............................................................................................................................................................................124 Reading Comprehension ...............................124 Mathematics Achievement...................

................................................................................................................127 Verbal Reasoning.128 Reading Comprehension .............................................................................129 Mathematics Achievement.............................................................................................................................................................................What to Expect on the ISEE Table of Contents Appendices 126 Appendix A: ISEE Content and Specifications .................................................................................................................130 Essay ........................................................................................127 Quantitative Reasoning............................................................................................................................132 Index 137 7 ................131 Appendix B: Answer Sheet........................................................................................................

8 .

I NTRODUCTION TO THE L OWER L EVEL 9 .

with assistance from faculty of ERB member schools. The first four sections consist entirely of multiple-choice questions. It is important to note that the ISEE may not be taken for practice. Quantitative Reasoning. The current edition has been updated to include educational assessment best practices and to align with national standards in English and mathematics as articulated in standards adopted by the National Council of Teachers of English (NCTE) and the National Council of Teachers of Mathematics (NCTM). and ERB. Students seeking admission to grades 5 or 6 take the Lower Level. and students seeking admission to grades 9–12 take the Upper Level. The ISEE is given by consortia of schools in cities throughout the United States where schools have joined together and have chosen to use a common entrance test program. More will be said about how the test is scored on pages 18–20. An applicant may take the ISEE only once per admission season or six month window. Nearly two-thirds of the questions on the ISEE were developed by ERB-member faculty and administrators from a cross section of independent schools across the United States under the direction of test development specialists at Measurement Incorporated. NC. Durham. along with the score report. Each section is designed to tap into a unique aspect of a student’s preparation for academic work. 2. The ISEE consists of five sections at three levels designed to measure the verbal and quantitative reasoning and achievement of students in grades 4 –11 seeking admission to grades 5 –12 in independent schools. it may be taken only for the purpose of providing scores to participating schools as part of the admission process. each student’s performance is measured against a norm group made up of students applying to independent schools in the same grade who have tested over the past three years. Test sites are available in numerous cities during the admission testing season. How Does a Student Arrange to Take the ISEE? Students may take the ISEE in one of the following ways: 1. Reading Comprehension. The ISEE is the admission test of choice for many independent schools throughout the country and abroad. The essay is not scored but sent directly to the school(s) to which the student has applied. that is. The ISEE is given at individual school test sites at a wide variety of schools throughout the country and abroad and on a number of test dates. and an Essay which is written by the student in response to a given writing prompt. The five sections that make up the ISEE are (in order of testing): Verbal Reasoning. Mathematics Achievement. 10 . Results are reported in percentile ranks. The ISEE was created by Measurement Incorporated. students seeking admission to grades 7 or 8 take the Middle Level.What to Expect on the ISEE Introduction to the ISEE Background Information What Is the ISEE? The Independent School Entrance Exam (ISEE) is an admission test developed by the Educational Records Bureau (ERB) for its member schools as part of their admission process.

contemporary life. ext. Arrangements for testing with accommodations and for administrations in remote locations may be made with the ISEE Executive Director. 4. visit www. The word problems differ somewhat from traditional mathematics achievement items in that some of them require either no calculation or simple calculation. which is updated each year and is available from the independent schools who administer the test. the Quantitative Reasoning test consists of word problems. For more information.org Complete registration information may be found in the ISEE Student Guide.erblearn. The Verbal Reasoning test consists of two types of items: vocabulary and sentence completion. Each sentence completion item consists of a sentence with one word or phrase missing followed by four potential answer choices. is not scored but requires the student to respond to a preselected writing prompt. measure the applicant’s reasoning ability. The passages cover a variety of subject areas including arts. The first two sections. measure the applicant’s ability to correctly answer curriculum-based concepts that are appropriate at that grade level according to curriculum standards adopted by the National Council of Teachers of English and the National Council of Teachers of Mathematics. What Types of Questions Are on the ISEE? The first four sections are composed of multiple-choice questions. grade-level appropriate word followed by four potential answer choices. The five passages in this section are age-appropriate and length-appropriate. Suite 100 New York. The fifth section. and science. The ISEE is given at the ERB office in New York and at offices in other parts of the country and abroad. For online registration information. At the Lower Level. Verbal Reasoning and Quantitative Reasoning. In order to determine a student’s reading comprehension skills. 9812 www. NY 10017 800-989-3721. in the Reading Comprehension section. history. Each passage is especially written to contain contemporary information and to be of high interest to students in upper elementary grades. The next two sections.org. Reading Comprehension and Mathematics Achievement. 11 .What to Expect on the ISEE Introduction to the ISEE 3. A student must select the word or phrase that most appropriately completes the context of the sentence. 42nd Street.erblearn. contact: Educational Records Bureau 220 E. the student is asked to read a passage and then answer items specific to that passage. Each vocabulary item consists of an abstract. the essay.

Each one is one or two sentences long and asks students to respond to the situation described. Each prompt is free of bias. to the student’s community.What to Expect on the ISEE Introduction to the ISEE Mathematics Achievement items conform to national mathematics standards and ask the student to identify the problem and find a solution to a problem. They send a copy of the essay to the school(s) designated on the ISEE registration form along with the scores on the rest of the test. ERB does not score the written essay. As is true of the passages in the Reading Comprehension section. The items require one or more steps in calculating the answer. these prompts have been written for a contemporary feel and a high level of interest to current students. The Essay is written by the student in response to a writing “prompt” or topic that is grade-level appropriate. 12 . and representative of a wide variety of subjects. global in scope. They are designed to prompt a student to write an informed essay on a particular topic. or to the world in general. They do not send a copy of the essay to the parents. The prompts rotate throughout the testing season. Prompts may relate to the student.

You may take the ISEE only once per admission season. 13 . Reminder: The ISEE may be taken only when making a formal application to a school(s). The sample questions and practice test questions in this book include actual questions from previous versions of the ISEE.What to Expect on the ISEE Introduction to the ISEE Information for Students Why Is the ISEE Required? The school you are applying to has requested ISEE scores as part of the overall admissions process. this book was written by the same people who developed the ISEE. and your family determine the best school match for you. the school can view one common item of all applicants. and use an answer sheet like the one you will use when you take the ISEE. help the school. take a practice test that has questions like those on the real ISEE. and possibly an interview. We hope that working through this book will make you feel even more confident and prepared when you take the ISEE because you will know what to expect. The school looks at many items in conjunction with the ISEE scores. They will send a copy of your test scores (but not a copy of the essay) to your family. read sample questions and answers with an explanation of each correct answer choice. including your application. including the ISEE scores. ERB will send copies of the scores and the essay you wrote to the schools that you have chosen. within seven to ten business days. All components of the admission process. your current school records. How Will This Book Help Me? Unlike other ISEE test preparation materials. What Happens to My Scores? After you take the ISEE and your answer sheet is scored. and you may not take the ISEE for practice. Use this book to see what the ISEE looks like and how it is structured. By requiring an admission test for all students entering the same grade. you. read the exact directions that you will be given when you take the ISEE.

and score the practice test and compare that score with those of other students who took the actual ISEE. make an educated guess from the remaining choices. Remind your student that the ISEE is just one piece of information a school will use in its admission process. Read the entire question before attempting to answer it. and read the actual directions he or she will receive on the day of the test. Show confidence in your student’s ability to do well on the ISEE. How You Can Help Your Student Prepare for the ISEE There are specific ways you may help prepare your student. look at the choices to see if your answer is the same as. or by length of the answer to help the student locate the correct answer more quickly. since there is no penalty for incorrect responses. Encourage your student to read as part of his or her daily routine. Reminders for Your Student Remind your student to employ the following helpful strategies when answering multiple-choice questions. answer choices on this test are arranged alphabetically. Then. Try to answer the question without looking at the choices.What to Expect on the ISEE Introduction to the ISEE Information for Adults How This Book Can Help Your Student Prepare for the ISEE The information in this book offers your student an opportunity to become familiar with all aspects of the ISEE. take a practice test that contains questions similar to those on the actual ISEE. one of the choices. or close to. Using this book will allow your student to read and answer sample questions. Wherever possible. check for the correct answers. 14 . not only for the ISEE. your student will be exposed to new concepts and vocabulary. By reading new materials. Next. eliminate answers you know are not correct. If necessary. but for other standardized tests as well. Make sure that your student eats a healthy breakfast before the test. Mark the test date on your calendar so that both you and your student are aware of the date. Finally. numerically. and then read the explanations for why the answers are correct. It is particularly helpful because the sample questions and practice test questions were either chosen from previous editions of the ISEE or were written by ERB-member school faculty and administrators and by experts in test development. see a sample answer sheet that is like the answer sheet on the real test. Make sure that your student gets a good night’s sleep before the test. choose the correct answer.

What to Expect on the ISEE

Introduction to the ISEE

Frequently Asked Questions Q: A: Which level of the ISEE does my student take? There are three levels of the ISEE. Q: A: Students currently in grades 4 and 5 (applicants to grades 5 or 6) take the Lower Level. Students currently in grades 6 and 7 (applicants to grades 7 or 8) take the Middle Level. Students currently in grades 8 and above (applicants to grades 9–12) take the Upper Level.

Are there multiple versions of the ISEE? At each of the three levels, there are several different, but equivalent, forms. The specific forms to be used each year will be determined in advance by ERB. These forms are randomly assigned to the students and are statistically equivalent, regardless of which form was actually taken by the student. How is the ISEE structured? Each level and each form of the ISEE has five sections. The sections are administered in the following order: Verbal Reasoning Quantitative Reasoning Reading Comprehension Mathematics Achievement Essay

Q: A:

The sections and the essay are explained more fully in the next part of this book. Q: A: What can my student expect at the test site on the day of the test? Students will present their verification letter or identification to be checked in upon arrival. So that your child may concentrate on doing his or her best on the ISEE, schools do not conduct admission activities or highlight their schools on the day of testing. We know that testing may be stressful for some students; therefore, the test administrators are teachers or other school personnel who teach or interact with children on a daily basis. Although test administrators may not discuss test questions during the test, they give clear test directions, and your child is encouraged to ask for clarification, if necessary, before beginning each section of the test.

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What to Expect on the ISEE

Introduction to the ISEE

Q: A:

What types of questions are on the ISEE? The Verbal Reasoning, Quantitative Reasoning, Reading Comprehension, and Math Achievement sections contain only multiple-choice questions. Each question has four choices. Only one answer is the correct or “best” answer. The Essay section requires the student to write an essay in response to a prompt. There are over one hundred writing prompts (topics) that have been developed for each level of the ISEE. A different topic is selected by ERB for each test administration throughout the year. How much time will be allotted for each section of the actual Lower Level ISEE? TIME ALLOTTED FOR EACH SECTION ON THE ACTUAL LOWER LEVEL ISEE Section Verbal Reasoning Quantitative Reasoning Reading Comprehension Mathematics Achievement Essay Number of Questions 34 38 25 30 Total Time Time Allotted (in minutes) 20 35 25 30 30 140

Q: A:

Each section of the ISEE (excluding the essay) contains several questions that will not be scored but may be used on future editions of the ISEE. Q: A: Q: A: Are there any scheduled breaks during the test? There are two breaks—one following the Quantitative Reasoning section and another following the Math Achievement section. Each break is five minutes long. I am confused by these acronyms: ERB, ISEE, CTP. Didn’t my student take one of these already this year? The Educational Records Bureau (ERB) oversees both the Independent School Entrance Exam (ISEE) and the Comprehensive Testing Program (CTP). The ISEE is a test designed to help admission directors at selected public and independent schools decide who will be accepted for admission to their schools, while the CTP is a battery of tests designed to collect information about student achievement for students currently enrolled in grades 1–10.

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What to Expect on the ISEE

Introduction to the ISEE

Both the ISEE and the CTP test student abilities in Verbal Reasoning, Reading Comprehension, Quantitative Reasoning, and Mathematics. They also contain similar types of items. Therefore, it is quite possible that your student may be somewhat familiar with the types of questions on the ISEE if he or she has previously taken the CTP. However, it is important to note that there is no repeat of specific items between the two tests. The ISEE is unique in that it is used for admission purposes only and its norms are based only on applicants to independent schools. Q: A: Are there other books or programs that might help my student improve on the ISEE? This is the only book approved by ERB. It was written in conjunction with the test developer, Measurement Incorporated. This book contains current and accurate information. Since this book was written by the developer of the actual test, the sample questions and practice test questions were chosen to accurately reflect the format and the kinds of content your student will see on the actual ISEE. You may see programs or materials advertised that claim to help; however, none of them are approved by ERB, nor can they claim the intimate knowledge of the actual test questions used on this edition. Q: A: Q: A: What materials does my student need to bring to the actual ISEE? Students should bring four #2 pencils and two pens with either blue or black ink. Students may choose to use erasable ink. Are there materials that my student is prohibited from using during the ISEE? Most materials other than writing implements are prohibited. Specifically, scrap paper, calculators, calculator watches, rulers, protractors, compasses, dictionaries, and thesauruses are NOT permitted during the actual test. Cell phones and other electronic devices (iPods, MP3s, beepers, etc.) are not permitted at the test site and must not be brought into the testing room. If a student uses any of these items during the exam, his or her exam will be invalidated, and the student may not retest for another six months. Since students are not permitted to use these devices on the actual test, it is recommended that they avoid using them when they answer the sample test questions or take the practice test. A certain number of these restrictions may be waived for students who receive testing accommodations due to documented disabilities. Q: A: Are testing accommodations made if my student requires them? Accommodations may be made for students with documented learning differences or physical challenges. Accommodation use in school and supporting documentation of the disability are required. For more information and the “Testing with Accommodation” brochure, visit the ERB Web site at http://www.erblearn.org/pages/Non_Stand_ISEE.html.

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Therefore. ISEE percentile ranks are generally lower—anywhere from 10 to 40 percentile points lower—than those on other tests that use national norms. To whom is my student being compared on his or her score report? As stated previously. The range of scaled scores on the ISEE is 760–940. 200–800.g. How is my student compared to other students taking the ISEE? Your student is compared only to other independent school applicants who tested for the same grade during the past three years. If a student got 23 items correct—say on a test of 40 questions—then the raw score is simply 23. he or she should make an educated guess from the choices that remain. However. it is better to move ahead to the next item and return to the puzzling one later. e.. while the scaled score range consists of higher numbers with a somewhat arbitrary minimum and maximum score. The percentile ranking on the score report shows how your student scored in comparison to the other students applying to the same grade. How soon will I receive my student’s scores? Your student will receive his or her scores on an Individual Student Report by mail in approximately seven to ten business days after the exam. A wrong answer and an omitted answer count the same. What does the scaled score mean? A scaled score is a raw score that has been converted to a different numerical scale. Q: A: Q: A: Q: A: Q: A: Q: A: 18 . No student is expected to answer all questions correctly. If the student can eliminate at least one of the choices. There is no comparison specifically to other students who took the test at the same test site or to other applicants who tested on the same day. What is the raw score? A raw score represents the number correct. The schools that use the ISEE are familiar with ISEE scores and the group of students taking the ISEE.What to Expect on the ISEE Introduction to the ISEE Q: A: Will my student be penalized for a wrong answer? Is it appropriate to guess? Scores are based on the number of correct answers. Your student is not compared to students applying to a different grade who are taking the same level of the test. You may wish to check with the school(s) to which you are applying to learn the range of ISEE scores expected for applicants to their school(s). The raw score scale ranges from 0–maximum score. The group of students who take the ISEE—the ISEE norming population—is a very select group of students who are applying to competitive schools. your student is compared only to other independent school applicants who have applied to the same grade during the past three years.

How will I know if my student passed or failed? Students do not pass or fail the ISEE. and your student’s score on the ISEE is only one of these. a stanine score of 1–3 is below average. Each school will use several pieces of information about your student as it evaluates his or her application. and 7–9 is above average. there is no way to determine a “good” or “bad” score. indicates if an applicant is likely to be a good fit at the school. There is no cutoff (or pass/fail) score recommended by ERB.What to Expect on the ISEE Introduction to the ISEE Q: A: What is a “good” percentile score? The notion of “good” is relative and may only be defined by the specific school. Thus. What are the schools looking for? Each independent school determines who is admitted based on a variety of criteria. Please check with them for more information on how each plans to use the scores from the ISEE in their admission process. 4–6 is average. Percentile Rank 1–3 4 –10 11–22 23–39 40–59 60–76 77–88 89–95 96–99 Stanine 1 2 3 4 5 6 7 8 9 Q: A: Q: A: Are my student’s scores good? Each school uses the scores on the ISEE as part of the total application process and according to its own criteria. and extracurricular activities and interests. transcript. These may include the student’s academic record (report card. notes from a personal interview. Check with the schools to which your student is applying for more information. There is no cutoff point that determines pass/fail status or divides students into these two groups. etc. In general. while stanines range from 1–9. Each school usually has a range of scores that. teacher recommendation(s).). from experience. Remember. What is a stanine ? A stanine score is simply another scale and is based on percentile ranks. Q: A: Q A: 19 . Percentile ranks range from 1–99. there are many pieces of information used in selecting applicants.

Evaluation is based on each individual school’s criteria. There is no available formal comparison between the ISEE and other national tests such as the Iowa Test of Basic Skills. However. or other similar testing instruments.What to Expect on the ISEE Introduction to the ISEE Q: A: How does the ISEE compare with other tests? Each standardized test has its own characteristics. How is the essay scored? The essay is not scored. the Stanford 9. Q: A: 20 . a copy is sent to the school(s) to which a student sends score reports as indicted on the registration.

S AMPLE T EST Q UESTIONS AND E SSAY L OWER L EVEL 21 .

because you must choose the word that is closest in meaning to the word in the question from among four answer choices.What to Expect on the ISEE Sample Test Questions – Verbal Reasoning Verbal Reasoning (Section 1) The ISEE has a Verbal Reasoning section that is composed of two different kinds of questions: synonyms and sentence completions. In the Lower Level ISEE. Strategy: Since the answer choices are listed in alphabetical order. since the correct answer choices are those that have the same meaning or are closest in meaning to the word in the question. After you choose your answer. Focus on key words or clue words in the question to help you determine the correct answer. because. Mentally fill in the blank with your own answer and then find the answer choice that is closest in meaning to your own answer. Both kinds of questions test your vocabulary and reasoning ability. Synonyms also test your ability to reason. go back and reread the whole sentence to be sure that it makes sense. the sentence completion answer choices are words or short phrases that logically complete a sentence. Synonym questions focus on word recognition. 22 . Use word clues such as although. Sentence completion questions measure your ability to understand words and their function. or therefore to help you figure out the relationships in the sentence. Correct answers are based on clues that appear in the context of the sentence. if. Remember that there is almost always a word or phrase that obviously points to the correct answer. think of a word that first comes to mind when you read the synonym and then look for it (or a word like it) in the list. Strategies: Read each sentence to get the overall meaning. since.

turn to the next page and evaluate your answers. Sample Questions Directions: Answer the following sample questions by selecting the word that is most nearly the same in meaning as the word in capital letters.What to Expect on the ISEE Sample Test Questions – Verbal Reasoning Synonyms Students should be able to recognize many of the vocabulary words found on elementary and middle school graded word lists. HARDSHIP (A) (B) (C) (D) anger difficulty disrespect selfishness 3. 1. Darken the circle for your answer choice in the sample answer sheet at the bottom of the page. and select the word from the answer choices that is closest in meaning to the word in question. After you finish answering the questions. PERPLEXED (A) (B) (C) (D) alarmed disgraced embarrassed puzzled 23 . TASK (A) (B) (C) (D) chore debt dream fight 2.

What to Expect on the ISEE

Sample Test Questions – Verbal Reasoning

Answers to Sample Questions 1. TASK You are to select the answer choice that is closest in meaning to the word “task.” “Task” is a noun that means a definite piece of work, an assignment, or a duty. Debt is not a task, and the other two answer choices (dream and fight) reflect choices of how you might spend your time. Answer choice (A), chore, is the only choice that is related to completing a duty, assignment, or piece of work and is therefore the correct answer, since it is the only choice that is a synonym for “task.” 2. HARDSHIP “Hardship” is a noun that has several related meanings such as discomfort, distress, catastrophe, or disaster. A hardship may cause suffering or require extra effort to achieve a goal (as in “The earthquake victims suffered great hardship when they lost all their possessions.”). Choice (B), difficulty, is the correct answer because it is the only answer choice that expresses one of these meanings. 3. PERPLEXED “Perplexed” means confused or filled with uncertainty (as in “Susan was perplexed when she could not find her sweater where she thought she had left it.”). Choice (D), puzzled, is the correct answer.

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What to Expect on the ISEE

Sample Test Questions – Verbal Reasoning

Sentence Completion Students should be able to use context clues to select the word or phrase that correctly completes the sentence.

Sample Questions Directions: Answer the following sample questions. Select the word or phrase that most correctly completes the sentence. Darken the circle for your answer choice in the sample answer sheet at the bottom of the page. After you finish answering the questions, turn to the next page and evaluate your answers. Note: To assist you in finding the right answer among the answer choices, one-word answers are listed alphabetically, and phrases are ordered by length. 1. Because they may not have access to immediate medical attention, hikers in Arizona desert areas must be careful to avoid scorpions, Gila monsters, rattlesnakes, and other ------- creatures. (A) (B) (C) (D) graceful hideous poisonous unusual

2. The best-selling author dedicated his new book to his wife to ------- the contribution she had made to his success. (A) (B) (C) (D) acknowledge approximate donate fathom

3. Unlike Maria, who was always early to class, Kristen -------. (A) (B) (C) (D) often arrived after the tardy bell had rung sometimes brought her lunch in her backpack usually turned in her homework before it was due generally walked to school instead of riding the bus

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What to Expect on the ISEE

Sample Test Questions – Verbal Reasoning

Answers to Sample Questions 1. Your task here is to use context clues to select a word that describes a list of animals. You are told that hikers avoid these animals because medical help may be difficult to find in the desert. Since being bitten by a poisonous animal may require one to seek medical attention, choice (C), poisonous, is the correct response. The other answer choices do not logically complete the thought expressed in the sentence. 2. This question asks you to select the word that best describes the reason the author dedicated his new book to his wife. He wants her contribution to his success to be recognized; therefore, answer choice (A), acknowledge, is the correct response. 3. Your task in this question is slightly different from your task in the previous questions. Instead of looking for a single word, you are looking for a whole phrase that is the logical conclusion to the information presented in the first part of the sentence. The word “unlike” suggests that Kristen’s actions will be opposite those of Maria. If Maria is always early to class, then it logically follows that Kristen is usually late. Therefore, choice (A), often arrived after the tardy bell had rung, is the correct response.

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Since there is no penalty for guessing. visit the NCTM Web site at www. compare and contrast quantities. You may write in the test book. the answers to the practice test questions are identified by the NCTM standards. Note: On the ISEE. Strategies: Read the question and determine exactly what you are being asked to find. or least to greatest. but they are not intended to trick you. The answer choices often represent common mistakes or misconceptions. 27 . analyze. draw conclusions. Quantitative Reasoning problems require little or no calculations. use reason to calculate the probability of events. and summarize graphs. predict. employ logic to determine what a particular problem is about. For more information on these strands. there is only one correct answer for each question. The ISEE uses the following NCTM strands as a basis for the Quantitative Reasoning section: Numbers and Operations Algebra Geometry Measurement Data Analysis and Probability Problem Solving In the Quantitative Reasoning section of the Individual Student Report (ISR). This section is designed to show how your reasoning skills have developed. the emphasis is on your ability to reason mathematically. Next. It does not test the amount of math you have learned. You may be asked to estimate numerical values. Cross out the irrelevant information in your test booklet. all answer choices are listed in sequential order from greatest to least. All questions found in the two math sections of the ISEE are linked to the National Council of Teachers of Mathematics (NCTM) Standards. Next. but how well you think mathematically. and know how to arrive at statistical solutions to problems that are given. However. “What steps do I need to use to find the answer?” and “Can I do this by estimating and not by actual calculations?” Make a best guess at the correct answer.nctm. Determine what information is relevant and what is irrelevant. compare. these strands are NOT identified.What to Expect on the ISEE Sample Test Questions – Quantitative Reasoning Quantitative Reasoning (Section 2) Quantitative Reasoning is one of two math sections on the ISEE. analyze and interpret data. then look to see if that answer is given. It tests your ability to use your understanding of mathematics to develop your own opinions about how to solve math problems. Remember.org. choose the answer that seems most reasonable. ask yourself. eliminate all answer choices that are not reasonable. understand concepts and applications of measurements. to help you best prepare for this section of the ISEE.

1. After you finish answering the questions. She knows how many students are in the school. divide) accurately. and she knows how many shirts come in a box. Select the answer that best illustrates numbers and operations. turn the page and evaluate your answers. Darken the circle for your answer choice in the sample answer sheet at the bottom of the next page. How would she figure out how many boxes (b) to order? (A) (B) (C) (D) b = the number of boxes × the number of shirts per box b = the number of boxes + the number of shirts per box b = the number of students ÷ the number of shirts per box b = the number of students – the number of shirts per box 2. Sample Questions Directions: Answer the following sample questions. Alyssa is ordering T-shirts for all the students in her school.What to Expect on the ISEE Sample Test Questions – Quantitative Reasoning Numbers and Operations Students should be able to understand numbers and ways of representing numbers. Which diagram represents the distributive property? (A) (B) (C) (D) 28 . subtract. and use all four mathematical operations (add. multiply.

What to Expect on the ISEE

Sample Test Questions – Quantitative Reasoning

3. The table shows items that Julie bought at the grocery store. She bought at least one of each item on the list. GROCERY LIST Item loaf of bread gallon of milk carton of eggs bag of cookies Price for One $1.25 $4.75 $1.50 $2.50 Total Cost for Item $2.50 $4.75 $1.50 ?

If Julie spent a total of $13.75, how much money did she spend just on cookies? (A) (B) (C) (D) $1.25 $3.75 $5.00 $7.50

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What to Expect on the ISEE

Sample Test Questions – Quantitative Reasoning

Answers to Sample Questions Sample Question 1: The correct answer to the question is answer choice (C), b = the number of students ÷ the number of shirts per box. One way the answer can be found is by recognizing that division takes the total (all students) and divides it into smaller numbers (the number of shirts in a box and the number of boxes to order). Sample Question 2: The correct answer to the question is answer choice (D), . One way the answer can be found is by knowing that the distributive property confirms a relationship between multiplication and addition. For example, the expression 1(2 + 3) is the same as the expression (1 × 2) + (1 × 3). Even when using objects to represent numbers, the same can be true of their relationship. Sample Question 3: The correct answer to the question is answer choice (C), $5.00. One way the answer can be found is by 1. adding the total she spent on the other three items: ($2.50 + $4.75 + $1.50) = $8.75; 2. then determining how much Julie had left over to spend: $13.75 – $8.75 = $5.00 left; 3. confirming that 2 bags of cookies equal $5.00: (2 × $2.50); 4. choosing answer (C), $5.00.

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What to Expect on the ISEE

Sample Test Questions – Quantitative Reasoning

Algebraic Concepts Students should be able to identify, extend, and find rules for patterns and relations.

Sample Questions Directions: Answer the following sample questions. Select the answer that most clearly illustrates the concepts asked for. Darken the circle for your answer choice in the sample answer sheet at the bottom of the page. After you finish answering the questions, turn to the next page and evaluate your answers. 1. At the hardware store, Jim bought 2 boxes of nails that cost $6 each and a hammer. His total before tax was $22. Which equation could be used to find the cost of the hammer (h)? (A) (B) (C) (D) 6 + h = $22 6 + 2h = $22 2(6) + h = $22 2(6) + 2h = $22

2. The total combined weight of a sphere, a pyramid, and a cube is 14 grams. If the sphere weighs the same as 2 pyramids and the cube weighs the same as 4 pyramids, how many grams does a pyramid weigh? (A) (B) (C) (D) 2 grams 4 grams 6 grams 8 grams

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2. One way the answer can be found is by 1. 3. One way the answer can be found is by 1. rethinking information as a math sentence (or equation): (2 × $6) + h = $22. finding how much 1 pyramid weighs: 1 pyramid = 14 ÷ 7 = 2 grams. 32 . 2. 2(6) + h = $22. Sample Question 2: The correct answer to the question is answer choice (A).What to Expect on the ISEE Sample Test Questions – Quantitative Reasoning Answers to Sample Questions Sample Question 1: The correct answer to the question is answer choice (C). recognizing the information given: 1 sphere + 1 pyramid + 1 cube = 14 grams (2 pyramids) + 1 pyramid + (4 pyramids) = 14 grams. recognizing the information given: (2 boxes of nails at $6 each) + a hammer = $22. adding all the pyramids together: 7 pyramids = 14 grams. 2 grams.

The points with coordinates (1. determine characteristics of. 5) (5. 1) are the vertices of a quadrilateral. which term best describes the quadrilateral formed? (A) (B) (C) (D) kite pentagon square trapezoid 33 . If all four points are connected to form a quadrilateral. Sample Questions Directions: Answer the following sample questions.What to Expect on the ISEE Sample Test Questions – Quantitative Reasoning Geometry Students should be able to identify. 1) (1. After you finish answering the questions. turn to the next page and evaluate your answers. 5) (5. In which pair of letters do both letters have an equal number of lines of symmetry? (A) (B) (C) (D) 2. and describe geometric objects. Darken the circle for your answer choice in the sample answer sheet at the bottom of the page. 1. Select the answer that most clearly illustrates the relationships among the dimensional figures.

recognizing that the coordinates of the four points given all begin and end with 1 or 5. knowing that symmetry means that a figure can be folded in half so that the two halves match (the fold line being the line of symmetry). You can see that the figure has four equal sides and four equal angles. a clue that the figure is a square. The only figure that has these characteristics is a square. and A has one line of symmetry. . and 2. plotting the points on a coordinate grid. Letter O has an infinite number of lines. One way the answer can be found is by 1. Letter Z has zero. and K only has one line of symmetry. Letters E and C both have one line of symmetry (a horizontal fold line across the center of the letter). each letter has. One way the answer can be found is by 1. 34 . and H has two lines of symmetry.What to Expect on the ISEE Sample Test Questions – Quantitative Reasoning Answers to Sample Questions Sample Question 1: The correct answer to the question is answer choice (D). which will indicate a square is likely. Sample Question 2: The correct answer to the question is answer choice (C). square. recognizing how many fold lines. Letter N has zero. and 2. or lines of symmetry. OR noticing that the ordered pairs show that the distance between each pair is 4 units.

What is the area of the remainder of Figure 1. Darken the circle for your answer choice in the sample answer sheet at the bottom of the page.2 (C) 21 in. Select the answer that best illustrates measurement rules.2 (B) 9 in. Four 2-inch squares are removed from each of the four corners of Figure 1. turn to the next page and evaluate your answer. After you finish answering the question.2 (D) 25 in. 1.What to Expect on the ISEE Sample Test Questions – Quantitative Reasoning Measurement Students should be able to understand and determine measurable attributes of objects. Sample Question Directions: Answer the following sample question. Figure 1 is a 5-inch square. as shown in Figure 2? (A) 6 in.2 35 .

What to Expect on the ISEE Sample Test Questions – Quantitative Reasoning Answer to Sample Question The correct answer to the question is answer choice (B).2.2 = 16 in. 2 × 2 = 4 in. finding the area of all four corners: 4 corners × 4 in. 36 . finding the area of one 2 × 2 corner by using A = l × w. 2. and 5.2 = 9 in. One way the answer can be found is by 1. 5 × 5 = 25 in.2 – 16 in.2. 3.2.2. finding the area of the 5 × 5-inch square after the four 2 × 2 corners are removed: 25 in.2. 4. understanding that the task is to determine the area of a 5 × 5-inch square after four corners are removed. 9 in. finding the area of the whole 5 × 5-inch square by using A = l × w.

interpret. green Which information completes Stephen’s observation list? (A) (B) (C) (D) ages of animals at the zoo number of animals at the zoo food that the animals at the zoo eat dimensions of the animal cages at the zoo 37 . 4 green. alligators 2. STEPHEN’S OBSERVATION LIST 1. monkeys. After you finish answering the questions. ? 3. If she randomly selects a marker without looking. Mrs. brown. and 5 purple markers. black and white. 6 yellow. which color has a 1 out of 8 chance of being selected? (A) (B) (C) (D) red blue pink yellow 2. display. 1. colors of the animals at the zoo: yellow. what they observed. turn to the next page and evaluate your answers. red and brown. find the probability of a simple event. kinds of animals at the zoo: lions. 3 blue. Stephen’s class spent time at the City Zoo collecting data about animals and their habitats. Select the answer that best illustrates the use of data analysis and probability. pandas. 4 pink. and make predictions about a set of data. Darken the circle for your answer choice in the sample answer sheet at the bottom of the page.What to Expect on the ISEE Sample Test Questions – Quantitative Reasoning Data Analysis and Probability Students should be able to collect. Brown’s box of 24 assorted markers contains 2 red. snakes. in categories or groups. Sample Questions Directions: Answer the following sample questions. The students had to list.

What to Expect on the ISEE Sample Test Questions – Quantitative Reasoning Answers to Sample Items Sample Question 1: The correct answer to the question is answer choice (B). changing the probabilities to their simplest form until you find a match: red – 2 out of 24 = 1 out of 12. food that the animals at the zoo eat. blue. purple – 5 out of 24. and D are all numerical data. One way the answer can be found is by 1. “in categories or groups”. yellow – 6 out of 24 = 1 out of 4. not categorical data. yellow – 6 out of 24. pink – 4 out of 24 = 1 out of 6. blue – 3 out of 24. eliminating choices that do not fit the clue. finding the probability of each marker: red – 2 out of 24. purple – 5 out of 24 is in its simplest form. green – 4 out of 24 = 1 out of 6. pink – 4 out of 24. 2. Sample Question 2: The correct answer to the question is answer choice (C). blue – 3 out of 24 = 1 out of 8 (correct answer). 38 . 2. green – 4 out of 24. Choices A. B. One way the answer can be found is by 1. recognizing the clue given in the problem.

or central idea in the passage. Tone/Style/Figurative Language items assess the student’s understanding of mood. and figurative language such as images. Inference items may ask the student to compare and contrast ideas. tone. A sample passage and questions may be found on the next two pages. The passages include topics related to history. 39 . or summary of the passage. Inference items ask the student to draw a conclusion from content not explicitly stated in the text. Vocabulary items deal with word definitions within the context of the passage.What to Expect on the ISEE Sample Test Questions – Reading Comprehension Reading Comprehension (Section 3) The actual Lower Level Reading Comprehension section contains five reading passages. Some questions ask you to find a phrase or word in the passage. point of view. science. literature. The types of questions you may be asked focus on six categories: The Main Idea items assess the student’s ability to look for an overall message. pattern. Each passage is followed by five questions about the passage. and/or predict subsequent events or outcomes. structure. and personification. theme. and contemporary life. The Supporting Ideas items assess the student’s ability to identify explicit ideas that support the main idea. all passages show line numbers in the left margin. irony. the practice test in this book contains four passages. interpret or analyze text. “What is the main idea? What facts and details are given?” As you answer the questions following the passage. Strategy: Read the passage first to get an overall view. relationship. use the line numbers to help you find the section or lines you may need to look at again. usually in the form of “most nearly means.” Organization/Logic items ask students to identify the sequence. As you read the passage. ask yourself. therefore.

how can a person identify a real one? A genuine four-leaf clover’s fourth leaf is generally a bit smaller than the other three. That effort. and adventure are supposed to follow the discovery of that tiny plant. hope. Martin tours the U. According to the latest edition of the Guinness Book of World Records. As of April 2005. A retired heavy-equipment operator from Alaska.” The lyrics and familiar tune were written in 1927 by Mort Dixon and Harry Woods. reinforced a longtime folk belief. When in doubt. His goal is collecting clovers. All the associations with the four-leaf clover are cheerful ones. many people think that four-leaf clovers bring good luck.What to Expect on the ISEE Sample Test Questions – Reading Comprehension Sample Passage The sample passage is followed by five questions based on its content. George Kaminski held the world record in finding four-leaf clovers. writing around 1620. displeases some believers who feel that an artificial four-leaf clover probably does not carry the same gift of luck. Then and now. health. Children have whiled away countless hours in the grass. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 “If a man walking in the fields finds any four-leafed grass. Wealth. Let’s wish him good luck! Martin says the four-leaf wonders have already brought him bunches of it.” Sir John Melton. How common are four-leaf clovers? As natural mutations. Some people press and dry four-leaf clovers as keepsakes. Oxalis deppei is the most frequent imposter that the person searching for four-leaf clovers will find. For many people. searching for this rarity. the clover signifies faith. About one in ten thousand clovers will have four leaves. he shall in a small while after find some good thing. 40 . and luck. in a motor home. he now has 72. 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 Some scientists have tried to engineer them. Others associate it with a song: “I’m Looking Over a Four-Leaf Clover.S.927. however. they are rare. love. Ed Martin has his heart set on toppling Kaminski. love. Nor do other plants that resemble four-leaf clovers.

5. write for the Guinness Book of World Records. After you finish answering the questions. collect four-leaf clovers. (B) explain why George Kaminski collects four-leaf clovers. plant. Darken the circle for your answer choice in the sample answer sheet at the bottom of the page. fake. (D) provide hours of entertainment for children. (B) are excellent keepsakes for collectors. souvenir. (D) prove that four-leaf clovers bring good luck to people. tour the country in motor homes. 3. According to the passage. In line 29. 4. Which statement about the four-leaf clover is supported by information in the passage? (A) It is larger than most other clovers.What to Expect on the ISEE Sample Test Questions – Reading Comprehension Sample Questions Directions: Answer the questions on the basis of what is stated or implied in the passage. 41 . (C) One of its leaves is smaller than the others. 2. (D) Usually lucky. Sir John Melton clearly believed that fourleaf clovers (A) last longer when dried and pressed. The main purpose of this passage is to (A) compare four-leaf clovers to other similar plants. “imposter” most nearly means (A) (B) (C) (D) example. 1. (C) bring good luck to those who find them. (C) offer interesting information about four-leaf clovers. both George Kaminski and Ed Martin (A) (B) (C) (D) live in Alaska. (B) It is easy to find one in a grassy area. turn to the next page and evaluate your answers. they occasionally bring bad luck.

42 . which describes both men as collectors of fourleaf clovers. This item asks you to determine the main purpose of the passage. This means that your answer must come from information that you find in the passage. but you would know that only if you have read the passage carefully. 3. choice (C) is the correct answer. 4. “fake” (something that is not real). the good luck that it is supposed to bring to its finder. Choice (A) is a supporting idea. choice (B) is the correct answer. which is found in lines 31–33. in line 25 “artificial” points to choice (B). it just suggests it. The answer is found in the last paragraph (lines 34– 44). In lines 25. choice (B) is information that is not provided in the passage. The other answer choices reference information found in the same area of the passage. 26.” For example. 1. but the information does not directly refer to Sir John Melton’s quote. specifically in lines 1–9. Because Sir John Melton clearly believed that four-leaf clovers bring good luck to those who find them. Choice (C) is the correct answer because the passage is clearly written to offer information to the reader. The other answer choices contain information that is clearly incorrect. Therefore. and choice (D) is incorrect because the passage does not provide any proof that four-leaf clovers bring luck. The answer to this question is found in both the first and second paragraphs of the passage. its rarity in nature. The correct answer is choice (C). This item asks you to compare George Kaminski to Ed Martin and find one way they are alike.What to Expect on the ISEE Sample Test Questions – Reading Comprehension Answers to Sample Questions The passage describes the four-leaf clover in terms of its appearance. This section of the passage describes plants that resemble four-leaf clovers but are not real four-leaf clovers. 5. Your task here is to find the answer in a statement that is supported by information in the passage. and 27. and its value to two collectors. This item asks you to determine the meaning of the term “imposter” in line 29. which is the correct answer. there are words that provide clues to the meaning of “imposter. 2.

visit www.. length. All questions in this section are aligned to the standards articulated by the NCTM. Answer choices may represent misconceptions or procedural errors (such as incorrect order of mathematical operations in a multi-step problem) but there are no trick questions or trick answers. As with the questions in the Quantitative Reasoning section. standard system are required to find the correct answer to the question. mass. Common metric units will be found in some questions in this section. this section will include questions from these NCTM standards: Number and Operations Algebra Geometry Measurement Data Analysis and Probability. You may not use a calculator or scratch paper. Although conversions between units of measurement may be required to correctly answer the problem. some items may require knowledge of mathematical terminology as indicated in the grade appropriate NCTM standards. students do not have to memorize conversions in the U.What to Expect on the ISEE Sample Test Questions – Mathematics Achievement Mathematics Achievement (Section 4) Mathematics Achievement tests mathematical skills you have learned from the very beginning of your school career. 43 .nctm. they are given in the question. If conversions within the U. Unlike the Quantitative Reasoning section. conversions between centimeters and meters). standard system (such as twelve inches equals one foot).S.org. The Mathematics Achievement section will test your ability to identify and solve problems related to the NCTM standards in the six areas listed above. Specifically. the Mathematic Achievement questions have these characteristics: Unlike the Quantitative Reasoning section. but conversions within the same unit for volume. or temperature in the metric system are not provided (i. since you may write in the test booklet when you take the ISEE. and Problem Solving For more information on these mathematical standards.S. you may need to do calculations to determine the correct answer for some questions.e. You may write in this book.

or least to greatest unless the answer could be determined by using the ordered answers. Some questions may be unfamiliar to you because you may not have yet covered that particular math concept at your current school. and move on to the next question.ISEE What to Expect Sample Test Items – Mathematics Achievement Strategies: Read the entire question and study any related graphic images for each question before looking at the answer choices. all answers are listed in sequential order from greatest to least. a question which asks which number is the largest number would not have its answer choices ordered by value. you may be able to come back to it later. skip that question for now.” Next determine your answer and look for it in the answer choices provided. (For example. If you have time before the end of this test section. If you do not know the answer to the question. since often the answer choices represent common mathematical mistakes or procedural misconceptions. you may choose to make a mark in your test booklet (not your answer document). Remember all questions on the ISEE have equal value. 44 . or if the answer you have determined is not listed as an answer choice.) Remember to check your work. o To save you time. Remember all four answer choices are logical answers—there are no answer choices such as “all of the above” or “none of the above.

make reasonable estimations. Which whole number is divisible by 9 without a remainder? (A) (B) (C) (D) 2. Which expression correctly uses the distributive property to solve 15 × (8 + 17)? (A) (B) (C) (D) (15 × 8) + 17 (17 × 8) + 15 (15 + 8) × (15 + 17) (15 × 8) + (15 × 17) 45 . Sample Questions Directions: Answer the following sample questions.007 2.What to Expect on the ISEE Sample Test Questions – Mathematics Achievement Numbers and Operations: Whole Numbers Students should be able to use all four math operations (add. divide) accurately. Darken the circle for your answer choice in the sample answer sheet at the bottom of the page. Select the answer that best illustrates numbers and operations. subtract. After you finish answering the questions. turn to the next page and evaluate your answers. and use properties of the numbers and operations.001 2.005 2. 1. multiply.003 2.

007 by 9. knowing the divisible rule for 9. the expression 1(2 + 3) has the same value as the expression (1 × 2) + (1 × 3). Sample Question 2: The correct answer to the question is answer choice (D). or 2. so 2. so 15 × (8 + 17) is the same as (15 × 8) + (15 × 17). One way the answer can be found is by 1. One way the answer can be found is by knowing that the distributive property confirms a relationship between multiplication and addition. which gives a value of 223 with no remainder.007 is divisible by 9. For example. and then find the value of each of the answer choices. 2. Having no remainder shows that 2. dividing 2. (15 × 8) + (15 × 17). then the number is divisible by 9.What to Expect on the ISEE Sample Test Questions – Mathematics Achievement Answers to Sample Questions Sample Question 1: The correct answer to the question is answer choice (D). which states that if the sum of all the digits of a number can be divided by 9.007 is divisible by 9. 2 + 0 + 0 + 7 = 9 and 9 is divisible by 9. Another way is to find the value of the expression 15 × (8 + 17) = 15 × 25 = 375.007. (A) (B) (C) (D) (15 × 8) + 17 = 120 + 17 = 137 (17 × 8) + 15 = 136 + 15 = 151 (15 + 8) × (15 + 17) = 23 × 32 = 736 (15 × 8) + (15 × 17) = 120 + 255 = 375 The only match is (D). 46 .

Josh is estimating 4. Darken the circle for your answer choice in the sample answer sheet at the bottom of the page.17 3. and find equivalent forms of fractions.What to Expect on the ISEE Sample Test Questions – Mathematics Achievement Numbers and Operations: Decimals. Sample Questions Directions: Answer the following sample questions. What fraction of the shapes are squares? (A) (B) (C) (D) 1 8 1 4 3 8 1 2 2. Fractions Students should be able to use rational numbers to accurately compute addition and subtraction using fractions and decimals. decimals. Percents. make reasonable estimations using fractions and decimals. After you finish answering the questions. turn to the next page and evaluate your answers. The teacher drew these shapes on the board. 1. Select the answer that best illustrates numbers and operations. Which is the best way for him to estimate? (A) (B) (C) (D) 4×3 4×4 5×3 5×4 47 . and percents.9 to determine if his answer is reasonable.

48 . being sure that the fractional number is in its lowest term ( 2 2 1 = ).9 to the nearest whole number (4). 4 Sample Question 2: The correct answer to the question is answer choice (B). rounding 4. counting how many squares there are among the 8 shapes (2). 8 4. One way the answer can be found is by 1. thinking of squares out of 8 shapes as a fractional number ( ).What to Expect on the ISEE Sample Test Questions – Mathematics Achievement Answers to Sample Questions Sample Question 1: The correct answer to the question is answer choice (B). 2. 4 × 4. One way the answer can be found is by 1.17 to the nearest whole number (4). 2 3. and 2. 8 2 4 1 . counting the total number of shapes (8). rounding 3.

Select the answer that best illustrates algebraic concepts. If n represents the number of packages in the box. which equation would tell how many packages are in the box? (A) (B) (C) (D) 3 + n = 24 n = 24 ÷ 3 n – 3 = 24 24 × n = 3 49 . NUMBER MACHINE Input Output 20 11 16 9 10 6 6 4 4 3 Which input number creates an output of 15? (A) (B) (C) (D) 22 24 28 30 2. It performs the same operation on each input number to create an output number. Sample Questions Directions: Answer the following sample questions. turn to the next page and evaluate your answers. Darken the circle for your answer choice in the sample answer sheet at the bottom of the page. and extend patterns. A box contains 24 batteries that are packaged into groups of 3. After you finish answering the questions.What to Expect on the ISEE Sample Test Questions – Mathematics Achievement Algebraic Concepts Students should be able to identify. 1. compare. and find and use rules that can contain variables. The number machine only accepts even numbers as input.

28 = x.What to Expect on the ISEE Sample Test Questions – Mathematics Achievement Answers to Sample Questions Sample Question 1: The correct answer to the question is answer choice (C). 28. 50 . Try to find a relationship between the input and output numbers. finding the rule: “What input number will result in the output number being 15?” Notice that each input number is an even number and is larger than its output number. 2. OR the rule written as a math sentence is (x ÷ 2) + 1 = y. and 2. so using 24 ÷ 3 will give you the answer. One way the answer can be found is by 1. and getting the sum of 11. You want to know how many groups of 3 are in 24. knowing that division means separating the total number of objects into as many equal groups as possible. 15 – 1 = (x ÷ 2). Try dividing input 20 in half (20 ÷ 2 = 10). One way the answer can be found is by 1. OR 15 = (x ÷ 2) + 1. recognizing that the total number of objects (batteries) is 24 and that these objects have been divided into small groups of 3. 14 × 2 = x. 14 = x ÷ 2.1 input number ÷ 2 = 14 input number = 14 × 2 input number = 28 Sample Question 2: The correct answer to the question is answer choice (B). adding 1 to 10. If this relationship is true for all input and output numbers. using the rule: (input number ÷ 2) + 1 = 15 input number ÷ 2 = 15 . The rule is (input number ÷ 2) + 1 = output number. then you have the rule. n = 24 ÷ 3.

ST . and U and sides RS . T.and 3-dimensional figures. and UR. understand and use coordinate grids. A coordinate graph is shown. S. 2). point T (8. Select the answer that best illustrates geometric operations. 5). After you finish answering the question. including transformation of geometric figures. Darken the circle for your answer choice in the sample answer sheet at the bottom of the page. 1. Sample Question Directions: Answer the following sample question. Mackenzie plotted the following points on the coordinate grid. TU . 5). symmetry. point R (3. 2) A polygon is formed with vertices R. and understand the concepts of congruency. point U (2. Which type of polygon is formed? (A) (B) (C) (D) diamond pentagon square trapezoid 51 . and similarity.What to Expect on the ISEE Sample Test Questions – Mathematics Achievement Geometry Students should be able to classify and describe basic 2. turn to the next page and evaluate your answer. point S (6.

What to Expect on the ISEE Sample Test Questions – Mathematics Achievement Answer to Sample Question The correct answer to the question is answer choice (D). knowing that a trapezoid is a quadrilateral with one pair of parallel sides. plotting the points onto the coordinate grid provided. One way the answer can be found is by 1. noticing that sides RS and TU are parallel and that sides UR and ST are not parallel. trapezoid. 52 . 3. and 4. sketching the sides of the polygon. 2.

Shown below is a plan for a patio that Mr. turn to the next page and evaluate your answer. According to Mr. and identify tools and units associated with length. and time. develop strategies to find the volume and surface area of rectangular solids. temperature. weight. Darken the circle for your answer choice in the sample answer sheet at the bottom of the page. Select the answer that best illustrates measurement abilities.What to Expect on the ISEE Sample Test Questions – Mathematics Achievement Measurement Students should be able to find the perimeter and area of regular and irregular polygons. After you finish answering the question. Watson is building in his backyard. 1. capacity. convert between units in both customary and metric systems. Sample Question Directions: Answer the following sample question. Watson’s plan. what is the area of the patio? (A) 48 ft2 (B) 96 ft2 (C) 120 ft2 (D) 216 ft2 53 .

What to Expect on the ISEE Sample Test Questions – Mathematics Achievement Answer to Sample Question The correct answer to the question is answer choice (C). A= and 3. finding the area of the 8 6 triangle (which is half a rectangle): 1 (b × h). 120 ft2. finding the area of the 12 8 rectangle: A = l × w. 2 A = 24 ft2. adding the two areas together for total area: 96 + 24 = 120 ft2. 2. A = 96 ft2. A = 12 × 8. 2 1 A = (6 × 8). 54 . One way the answer can be found is by 1. 2 1 A = (48).

and find the probability of a simple event. calculate mean. without looking. interpret and make predictions about a set of data. and range of a set of data. If none of the cards in the stack repeat. After you finish answering the questions. On the last day of each month. Darken the circle for your answer choice in the sample answer sheet at the bottom of the page. Select the answer that best illustrates data analysis and probability. turn to the next page and evaluate your answers. 1. median. Matt randomly selected three cards. Sample Questions Directions: Answer the following sample questions. FAVORITE CAFETERIA FOOD Food Number of Votes pizza 74 meatloaf 31 hamburger 59 turkey sandwich 36 Which two foods will the cafeteria be serving? (A) (B) (C) (D) pizza and meatloaf hamburger and pizza pizza and turkey sandwich hamburger and turkey sandwich 2. the cafeteria plans to serve the two most favorite foods. The table shows the results of a school cafeteria’s survey of 200 students. mode. from a stack of letter cards labeled A through K. what is the probability that the first card selected is the letter C? 8 11 3 (B) 8 3 (C) 27 1 (D) 11 (A) 55 .What to Expect on the ISEE Sample Test Questions – Mathematics Achievement Data Analysis and Probability Students should be able to collect and display data.

Cards labeled A – K equal 11 cards. One way the answer can be found is by reading the chart to determine which two foods have the most votes. 11 One way the answer can be found is by determining how many total cards are in the stack. Hamburger has the second most votes with 59. hamburger and pizza. 1 . there is only 1 chance in 11 that the first card chosen will be the card labeled C.What to Expect on the ISEE Sample Test Questions – Mathematics Achievement Answers to Sample Questions Sample Question 1: The correct answer to the question is answer choice (B). 56 . Since there is only 1 card labeled C. Pizza has the most votes at 74. Sample Question 2: The correct answer to the question is answer choice (D).

For the actual ISEE test. you are given a sheet of paper on which to make notes. Remember to add descriptions and details in your response. and lined pages for writing a sample essay. you will find some tips for writing an essay. Writing must be done either in cursive or print using a ballpoint pen. You are given 30 minutes to complete the essay. and write your final copy. some sample essay prompts. you will be asked to write a short essay in response to an assigned writing prompt. The writing should be done directly on the lines preprinted in the answer document. The writing prompts include topics of interest to students at your level and are created to give you an opportunity to tell more about yourself. You must write the essay in ink on two pre-lined pages (erasable ink is allowed). prepare your notes or make a short outline. This part of the test also gives you a chance to show the schools to which you have applied how well you organize your thoughts and express them in a written format. Three sample essay topics and three sets of lined pages have been provided to give you an opportunity to practice on more than one prompt. During those 30 minutes you should organize your thoughts. using blue or black ink. and you also must rewrite the prompt at the top of the first page. If possible. On the following pages.What to Expect on the ISEE Sample Test Questions – Essay Writing the Essay (Section 5) On the last section of the ISEE test. you should ask a parent or teacher to read your essay(s) and give you feedback on what you have written. The actual instructions you will receive when you take the essay portion of the ISEE are shown on pages 105–106 in the “Practice Test” section. A writing prompt is randomly selected for use on each test date. 57 .

however.What to Expect on the ISEE Sample Test Questions – Essay Tips for Writing the Essay Here is a brief writing checklist designed to help you organize and write a response to the essay topic provided. spelling. punctuation. you will remember to ask yourself these questions when you write your essay on the actual ISEE. as instructed? __ Did I plan my essay before putting it on the lined sheets? __ Did I allow enough time to write my final copy on the lined sheets? __ Did I write about the topic that was given? __ Did I include details to add interest? __ Did I follow rules for grammar. and capitalization? __ Can others read my handwriting? __ Did I review my writing upon finishing? 58 . We believe. This checklist is for your use now. and you may NOT take a checklist into the test with you. __ Did I put the topic in the box at the top of the first page. but note that there is NO checklist for you to use when you take the actual ISEE. that if you use this checklist as you write your sample essay.

Topic 3: Who is your favorite relative? Why have you chosen this person? 59 . Topic 2: What would you like to do to make the world a nicer place in which to live? Explain. You may plan your essay on a separate sheet of paper. Remember to rewrite the topic at the top of page 61. If you would like additional practice writing an essay. pages 63– 66 contain pre-lined pages for writing essays on the remaining topics. Topic 1: Describe in detail where and how you would spend your perfect vacation.What to Expect on the ISEE Sample Test Questions – Essay Sample Essay Topics Directions: Select a topic from the list of sample topics below and write an essay on the pre-lined pages on pages 61 and 62.

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P RACTICE T EST L OWER L EVEL 67 .

The chart below shows the number of questions on each section of the Practice Test and the actual ISEE. sibling.What to Expect on the ISEE Practice Test Using the Practice Test The Practice Test is the same format as the actual ISEE.) Reading these directions carefully will help you know what to expect. but which may be used on future tests. PRACTICE TEST AND ACTUAL TEST—LOWER LEVEL Section Practice Test Actual ISEE Verbal Reasoning 30 Questions—18 Minutes 34 Questions—20 Minutes Quantitative Reasoning 35 Questions—34 Minutes 38 Questions—35 Minutes Reading Comprehension 20 Questions—20 Minutes 25 Questions—25 Minutes Math Achievement 25 Questions—25 Minutes 30 Questions—30 Minutes Essay 2-Page Limit—30 Minutes 2-Page Limit—30 Minutes Although the timings are not the same on the Practice Test and the actual ISEE. however. we strongly encourage you to take the Practice Test exactly the same way so that the experience will be realistic and meaningful. friend) to act as test administrator to o read the general directions. the number of questions and the number of minutes that you have to answer the questions are listed under the name of the section. try to create the following realistic test conditions. we have included the general directions that will be read to you before the test starts. and how many minutes you should allow for each section of both tests. When you are ready to begin. Thus. there are additional questions which will not be included on your score report. The answer sheet is in Appendix B. well-lighted space with an appropriate writing surface. the timings for the Practice Test are slightly shorter than on the actual ISEE. since each section on the actual test is carefully timed. On the actual ISEE. leave “Test Administrator” and “ID Number” blank. the score you calculate when you check your answers will be more accurate. Because we think it will help you to know exactly how the test administrator will instruct you on the day of the test. When you take the actual test. It may be more convenient for you to photocopy the answer sheet so that you don’t have to turn back and forth between the Practice Test and Appendix B. o write down the starting time for each section. Also. On the actual ISEE. Use the appropriate parts of the answer sheet and leave the remaining parts blank. Each section must be taken without stopping. 68 . Remember that the time it takes to read the brief directions at the beginning of each section is NOT included in the testing time. you will take each section in the same order in which it appears in the Practice Test. You will use a copy of the actual answer sheet to mark your answers for the Practice Test. since you are answering only questions that will be used to determine your sample score. For example. therefore. you will be allowed a five-minute break before the Reading Comprehension section and another five-minute break following the Mathematics Achievement section. You will also use the pre-lined pages in Appendix B for your essay. o tell you when five minutes remain in each section. o monitor your time. In each section. it is important to follow the timing instructions on the Practice Test so you can learn how to pace yourself for the actual test. Find a quiet. Ask an older person (parent. and o tell you when to stop. (These directions are on the next page.

Read the directions and samples printed at the beginning of each test carefully. Be sure to record all your answers on the answer sheet. or that others are very difficult. There will be two 5-minute breaks during the test. if you have time. (Please refer to the answer sheet on pages 133–136. Please select the best choice for each question. These are the same directions you should use on the Practice Test. Instead. The administrator will not begin timing you until after he or she has finished reading them and answering any appropriate questions. skip it and answer all of the questions that you can. Reading Comprehension. Sample Answers If you decide to change one of your answers. Because these tests are given to students in more than one grade. and make every mark heavy and dark. there is no penalty for an incorrect answer. return to any questions you may have skipped. Directions The ISEE measures skills and abilities commonly used by students in school. he or she will give you your test booklet and an answer sheet. 69 .What to Expect on the ISEE Practice Test Test Directions After you are seated in the test room and the test administrator announces that you are ready to begin. but if not. and Mathematics Achievement. Mark only one answer for each question. Your test booklet contains four sections: Verbal Reasoning. be sure to erase the first mark completely. Please do not open the booklet until you are told to do so. the test administrator will help you. It is important to look at them now because they contain important information. Do not spend too much time on any question that is difficult for you to answer since all questions are scored equally. There are several different versions for each test.) Some of the information on this answer sheet may already be filled in for you. As you work. The general directions the test administrator will read to you before you begin the separate sections of the actual ISEE are below. Then. Quantitative Reasoning. Work as quickly as you can without becoming careless. Don’t worry if you find that there are more answer spaces on the answer sheet than there are questions in this booklet. After you complete the test booklet itself. make sure that the number of the question that you are answering matches the number on the answer sheet section that you are marking. as in these examples. so the questions in your test booklet will probably be different from the questions that others in this room are answering. don’t be surprised if you notice that some of the questions are very easy for you. the administrator will give you your essay topic to write on the last two pages of the answer sheet. On this test.

redistributed. or transmitted in any form or by any means. recording or by any information storage and retrieval system. electronic. without prior written permission of the Educational Records Bureau. 70 . photocopying. No part of this book may be reproduced. manual.Verbal Reasoning LOWER LEVEL Practice Test Copyright © 2009 by Educational Records Bureau. All rights reserved.

For each answer you select. Do not go on until told to do so. SAMPLE QUESTION: DEBATE: (A) (B) (C) (D) betray censor dispute reveal Sample Answer Part Two — Sentence Completion Each question in Part Two is made up of a sentence with one blank. Select the word or phrase that will best complete the meaning of the sentence as a whole. Part One — Synonyms Each question in Part One consists of a word in capital letters followed by four answer choices. (A) (B) (C) (D) conserve create utilize waste Sample Answers Americans today vote by secret ballot. answer the questions in Part Two. in contrast to many early Colonial Americans who -------. fill in the corresponding circle on your answer document. Each blank indicates that a word or phrase is missing.VR Section 1 Verbal Reasoning 30 Questions 1 Time: 18 minutes This section is divided into two parts that contain two different types of questions. SAMPLE QUESTIONS: Because Paul was thrifty by nature.fuel. he rode his bicycle to work every day in an effort to ------. . Select the one word that is most nearly the same in meaning as the word in capital letters. (A) (B) (C) (D) did not let others know for whom they voted wrote letters demanding the repeal of the Stamp Act spoke their choices for candidates in front of a crowd strongly protested the British government’s tax on tea 71 STOP. You may write in your test booklet. As soon as you have completed Part One. The sentence is followed by four answer choices.

1 Part One — Synonyms VR Directions: Select the word that is most nearly the same in meaning as the word in capital letters. RENEW: (A) (B) (C) (D) prepare regret restore simplify I2ELSXXXCV03AN00000-CV11DW 9. REJECT: (A) (B) (C) (D) confine damage label refuse 6. ELONGATE: (A) (B) (C) (D) bruise calculate lengthen moisten I2ELSXXXBV03AN00000-BV01CW 4. I2ELSXXXCV03AN00000-CV04DW I2ELSXXXBV03AN00000-BV10BW 1. SUPERB: (A) (B) (C) (D) excellent happy puzzling spirited I2ELSXXXCV03AN00000-CV13CW 10. PARTICLE: (A) (B) (C) (D) quality speck tone weight I2ELSXXXBV03AN00000-BV05BW 2. NAG: (A) (B) (C) (D) agree annoy conquer defy I2ELSXXXCV03AN00000-CV15CW 7. UPROOT: (A) (B) (C) (D) guarantee rebel remove salvage 72 Go on to the next page. NOVEL: (A) (B) (C) (D) cheerful false original perfect I2ELSXXXCV03AN00000-CV05CW 3. . SOLEMNLY: (A) (B) (C) (D) curiously harmfully possessively seriously I2ELSXXXBV03AN00000-BV04AW 5. NUTRITIOUS: (A) (B) (C) (D) attentive dangerous nourishing spicy I2ELSXXXCV03AN00000-CV09CW 8.

LIBERATE: (A) (B) (C) (D) combine free judge obtain 73 Go on to the next page. VIEWPOINT: (A) (B) (C) (D) contradiction factor idealism opinion equally naturally quietly rarely 11. SELDOM: (A) (B) (C) (D) I2ELSXXXCV03AN00000-CV19DW I2ELSXXXCV03AN00000-CV18DW 12.VR I2ELSXXXBV03AN00000-BV11DW I2ELSXXXCV03AN00000-CV07DW 1 14. VIGILANCE: (A) (B) (C) (D) enthusiasm fury importance watchfulness I2ELSXXXCV03AN00000-CV03BW 13. . ADHESIVE: (A) (B) (C) (D) blunt infectious lukewarm sticky 15.

(A) (B) (C) (D) devotion fear humor scorn I2ELBXXXCV03BN00000-CV29DW I2ELBXXXBV03BN00000-BV23AW 17. pollen. (A) (B) (C) (D) attracts conceals restrains threatens 20. (A) (B) (C) (D) daydreams farces speeches tragedies I2ELBXXXCV03BN00000-CV22AW I2ELBXXXBV03BN00000-BV25CW 19.the thousands of tourists. . Although Roman political life was centered in the cities.substances such as dust. malnutrition is often easier to ------. an English writer. Anne Sullivan showed her ------. (A) (B) (C) (D) countryside deserts museums towns 74 23. that ------. with its waterfalls and snow-covered meadows. a seagoing loggerhead turtle must survive many -------. Hannah Moore. The many types of fish and mammals displayed in the exhibit at the aquarium demonstrate the remarkable ------.before its occurrence than to treat after its onset. (A) (B) (C) (D) distort eliminate manage prevent I2ELBXXXCV03BN00000-CV28DW I2ELBXXXCV03BN00000-CV23CW 18. It is the natural beauty of Glacier County. (A) (B) (C) (D) common imaginary scarce unknown 21.of marine life. To reach maturity.1 Part Two — Sentence Completion Directions: Select the word or phrase that best completes the sentence. such as attacks by gulls and hungry fish. and animal dander. Like many other medical conditions. tending vines. growing crops.as Helen Keller’s teacher by working with her day and night to help her overcome her disabilities. was best known for her -------. I2ELBXXXBV03BN00000-BV24AW I2ELBXXXCV03BN00000-CV21AW VR 16. most Romans lived in the -------. or cultivating olive groves. hikers. Allergies are usually abnormal reactions to ------. (A) (B) (C) (D) control disappearance diversity magnification Go on to the next page. and campers who visit each year. works whose characters endured extremely sorrowful circumstances. (A) (B) (C) (D) allies destinations hazards voyages 22.

cause of industrial growth was the flood of new inventions in eighteenth-century England.VR I2ELBXXXCV03BN00000-CV35BW I2ELBXXXCV03BN00000-CV39BW 1 28. (A) (B) (C) (D) detrimental primary sentimental temporary I2ELBXXXCV03BN00000-CV40BBW I2ELBXXXCV03BN00000-CV33DW 25. Most artists begin training early in life. (A) (B) (C) (D) faces became quite cold classmates began to arrive friend gave them a present teacher repeated the directions 75 STOP. cheetah populations have been greatly reduced due to hunting. . Since the students looked puzzled.in Africa. it invited us to -------. he -------. The movie provided no moral instruction. (A) (B) (C) (D) learn a lesson enjoy ourselves examine our values improve our behavior 24. the ------. Although Frederic Chopin was personally on good terms with most musicians of his day. rather. If there is time. you may check your work in this section only. the later art of Winslow Homer -------. which were usually of lighthearted subjects. loss of habitat. (A) sold successfully and made him rich (B) was darker and of a more serious nature (C) was appreciated by the critics but not the public (D) represented bright landscapes or people at play I2ELBXXXBV03BN00000-BV40CW I2ELBXXXBV03BN00000-BV39CW 26. (A) painted for profit as a young child (B) did not like art during her advanced years (C) started painting when she was past seventy years old (D) specialized in farm scenes and country landscapes I2ELBXXXBV03BN00000-BV38DW 30. (A) (B) (C) (D) attractive threatened unknown widespread 29. but Anna Mary “Grandma” Moses -------. Although there were other contributing factors. Compared to his early paintings. Although once ------. their -------. and decline of the cheetah’s prey. (A) ignored them at every opportunity (B) seldom gave large public performances (C) did not appreciate their style of romantic music (D) turned out to be one of the most popular composers of his time 27.

photocopying. recording or by any information storage and retrieval system. manual.Quantitative Reasoning LOWER LEVEL Practice Test Copyright © 2009 by Educational Records Bureau. 76 . without prior written permission of the Educational Records Bureau. All rights reserved. redistributed. or transmitted in any form or by any means. electronic. No part of this book may be reproduced.

77 STOP. . Find the row of spaces on your answer document that has the same number as the question. mark the space having the same letter as the answer you have chosen. EXAMPLE 1: Which expression is equivalent to the expression 2 × (3 + 4)? (A) (B) (C) (D) 2+7 2×7 5+4 5×4 Sample Answer The correct answer is 2 × 7. Do not go on until told to do so. Read each question and then decide which one of the four suggested answers is best.QR Section 2 Quantitative Reasoning 35 Questions 2 Time: 34 minutes Each question is followed by four suggested answers. You may write in your test booklet. In this row. so circle B is darkened. EXAMPLE 2: Which could be the dimensions of a rectangle with an area of 48 cm2? (A) (B) (C) (D) 2 cm × 26 cm 3 cm × 16 cm 5 cm × 9 cm 6 cm × 7 cm Sample Answer The correct answer is 3 cm × 16 cm. so circle B is darkened.

When Jim tried to guess the number. Which story best fits the equation 7 5 = 35? (A) I have 35 cookies. After eating 5 cookies. How many cookies do I have altogether? (D) I have 7 boxes of cookies. Use the equations to answer the question. The lengths of two of the sides are shown. 5+p=6 3+q=6 What is the sum of p + q ? (A) 4 (B) 8 (C) 12 (D) 20 78 Go on to the next page. how many cookies do I have left? (B) I want to share 35 cookies with 12 friends. with 5 cookies in each. .2 I2MLQXXXBN21CGBQ011A-BQ01AW I2MLQXXXCN11AN00000-CQ02BW QR 3. How many boxes of cookies do we have altogether? I2MLQXXXCA02BN00000-CM01AW 5. What is Alice’s number? (A) 7 (B) 9 (C) 10 (D) 11 What fraction of the largest triangle is shaded? (A) (B) (C) (D) 2 9 2 7 1 4 1 2 I2MLQXXXCM02DGCA101-CA10AW 1. The largest triangle shown below is divided into small triangles. and my friend has 5 boxes of cookies. How many cookies do we each get? (C) I have 7 boxes of cookies. Alice wrote down a whole number greater than 6 and less than 10. The perimeter of the triangle is 28 centimeters. What is the length of the third side? (A) (B) (C) (D) 10 centimeters 18 centimeters 36 centimeters 46 centimeters I2MLQXXXCN12AN00000-CQ07CW 2. 4. Alice told him it was greater than 8 and less than 12.

Use the Venn diagram to answer the question. Use the diagram to answer the question. Which is the largest fraction? (A) 5 9 6 (B) 13 7 (C) 15 8 (D) 17 6.QR I2MLQXXXBG04BGBQ052-BQ05BW I2MLQXXXCN21DN00000-CQ12AW 2 8. then x can also be divided by which number without leaving a remainder? (A) 2 (B) 8 (C) 10 (D) 15 I2MLAXXXCD02AGCQ281-CQ28DW (B) (C) 10. Which piece would complete the diagram to make a square? (A) I2MLQXXXAN11GN00000-AA10DW 9. Nisha and Alex were riding their bikes at the same speed on a bike path. (D) I2MLQXXXCN12CN00000-CQ10BW 7. If x can be divided by both 3 and 5 without leaving a remainder. It took Nisha 20 minutes to ride 4 miles. How long did it take Alex to ride 12 miles? (A) 48 minutes (B) 60 minutes (C) 80 minutes (D) 120 minutes 79 What shapes could be found in the shaded part of the Venn diagram? (A) (B) (C) (D) a red square a blue square a blue triangle a green triangle Go on to the next page. .

Use the table to determine the rule. one can was painted white. Each can was covered and had a thermometer in it to measure the temperature of the water in degrees Fahrenheit.2 I2MLQXXXCD02AN00000-CA08DW (2 of 2 cluster) QR 11. The class collected the data shown below. One can was painted black. The perimeter of a square is 8s. TEMPERATURE EXPERIMENT Black Can White Can Silver Can 50F 50F 50F 50F 52F 53F 51F 54F 57F 51F 56F 62F 52F 58F 68F 52F 60F 75F Start 10 min 20 min 30 min 40 min 50 min According to the pattern from these data. What is the length of one side? (A) (B) (C) (D) 2 4 2s 4s ∆ 2 7 12 40 □ 8 13 18 46 I2MLQXXXCA02CN00000-CA32DW What is the rule for the function? (A) ∆ 4 = □ (B) (∆ 3) – 1 = □ (C) ∆ + 5 = □ (D) ∆ + 6 = □ 14. . Input Output 13. and the third can was painted silver. what would be the predicted temperature of the water in the black can at 70 minutes? (A) (B) (C) (D) 75F 79F 83F 92F I2MLQXXXCA01BN00000-CQ11DW I2MLQXXXCM02DN00000-CA17CW 12. Which is a value of x in the math equation 15 = 3x + 3? (A) (B) (C) (D) 1 2 3 4 80 Go on to the next page. A class put three cans full of water in the sun.

What is the mean weight of the kittens from the litter? (A) 2 1 ounces 2 3 (B) 2 ounces 4 (C) 3 ounces (D) 4 ounces 81 Go on to the next page.QR I2MLQXXXAA01AGAQ181-AQ18DW I2MLQXXXCN21CGCA231-CA23AW 2 17. . 1+3=2 1 + 3 + 5 = 32 1 + 3 + 5 + 7 = 42 What is the solution to 1 + 3 + 5 + 7 + 9 + 11 + 13 + 15? (A) 52 (B) 82 (C) 122 (D) 132 2 I2MLQXXXBD02BN00000-BM24CW 18. A survey of 40 students’ favorite ice cream flavors is displayed in the circle graph shown. assuming the same pattern continues? (A) 5 (B) 7 (C) 9 (D) 11 I2MLQXXXCA01AN00000-CQ18BW About what fraction of the students chose strawberry as their favorite flavor? (A) (B) (C) (D) 1 8 1 4 1 3 1 2 16. 15. If two more rows were added to the figure. A cat had a litter of 4 kittens. 1 kitten 2 weighed 3 ounces. Use the pattern to help answer the question. Two of the 1 kittens weighed 2 ounces each. and 1 kitten weighed 4 ounces. how many small triangles would the sixth row have. Use the figure below to answer the question.

What is the length of ST? (A) (B) (C) (D) y–x y+x x–y xy I3MLQ2000N13CN00000-0558DW 21. 2. 3. Use the number line to answer the question. The volume of the small. approximately how much liquid will there be altogether? 2 cup 3 (B) 1.6.2 I2MLQXXXAN21AGAM201-AM20CW I2MLQXXXBM02EGBM251-BM25CW QR 22.8. The jars shown are not completely filled to the top. .8.8 4.6.2 What is the volume of the larger cube? (A) 9 units3 (B) 18 units3 (C) 27 units3 (D) 81 units3 I2MLQXXXCN23EGCA311-CA31BW I2MLQXXXBA02CGBM281-BM28AW 20. 2. 3. 23. In a warehouse. 2.4. Which three numbers are the vertical arrows pointing to on the number line? (A) (B) (C) (D) 2. Which expression gives the best estimate of the total number of candles in the warehouse? (A) 69 40 (B) 70 40 (C) 600 30 (D) 700 40 If the liquids in the two jars are combined. 2. there are 687 boxes with 36 candles in each box.2. 2.4. Jar 1 and Jar 2 would each hold 1 cup of liquid when filled to the top.5 cups (C) 3 cups (D) 6 cups (A) 82 Go on to the next page.2. 19. The length of RS is x and the length of RT is y.6 3. 2. shaded cube is 1 unit3.0 3.

2 inches represents 10 miles. How many boys are in Ms. RECIPE 10 cups of crisp corn cereal 7 cups of pretzel sticks 2 cups of raisins 3 cups of chocolate chips 1 cup of sunflower seeds Approximately how many cups of the mixture were placed in each bag? (A) (B) (C) (D) 3 1 2 28. Hammond put the names of all her students in a hat.0 inches 3. There are 12 girls in the class.5 inches 3. . when folded.5 inches 3. Ms. will allow the semicircles to exactly match the original figure? (A) (B) (C) (D) line p only line s only both line p and line s both line p and line r 27. How many small cubes are being used to build the large cube? (A) (B) (C) (D) 32 48 64 96 4 1 4 2 5 83 Go on to the next page. The figure shown may be folded along one or more of the dotted lines. The ingredients in the recipe were evenly mixed and equally divided into 5 bags. I3MLQ2002D04BN00000-0702CW Which line or pair of lines. The scale on Tanji’s map shows that 1. The probability that she will pull out a boy’s name at random is 3 out of 7.QR I2MLQXXXCG03BGCQ321-CQ32DW I2MLQXXXCN22CN00000-CQ34BW 2 26. Hammond’s class? (A) 3 (B) 4 (C) 9 (D) 11 I2MLQXXXCM02EGCQ091-CQ09CW I2MLQXXXCN21CN00000-CA34CW 25. How many inches would it take to represent 25 miles? (A) (B) (C) (D) 2.7 inches 24. Use the diagram of the cube to answer the question.

Which equation can be read as “2 more than 6 times a number is equal to 10 less than the number”? Let n represent the unknown number. (B) Eric read fewer minutes than Mandy. vanilla. (A) (B) (C) (D) 2 + (6 × n) = 10 – n 2 + (6 × n) = n – 10 2 × (6 × n) = 10 – n 2 × (6 × n) = n – 10 84 Go on to the next page. . Kara has a box of chocolates with different cream fillings: caramel. Use the figure shown to answer the question. orange. Four students recorded the number of minutes spent reading at home for one night and recorded their data in the graph shown. 29. which conclusion is true about the number of minutes spent reading? (A) The mean is between 18 and 19. and cocoa.2 I3MLQ2002D03AG17004-0700AW I2MLQXXXAG04BGAM351B-AM35BW QR 31. I2MLQXXXAA02CN00000-AQ29BW I3MLQ2002D04CN00000-0701DW 32. cinnamon. Which combination of chocolates is possible? (A) 4 caramel chocolates and 9 others (B) 16 caramel chocolates and 36 others (C) 18 caramel chocolates and 8 others (D) 20 caramel chocolates and 25 others 30. How many triangular regions can be made in the figure by only drawing line segments from vertex P to the other vertices? (A) (B) (C) (D) 4 5 6 7 Based on this graph. (C) The range is greater than the number of minutes Joey read. (D) Lisa read the same number of minutes as Joey and Eric combined. The probability of choosing a chocolate filled with caramel is 4 out of 9.

200 and 2. Use the number line shown to answer the question.000 P is the average of Q and another number. What is a reasonable estimation for his answer? (A) (B) (C) (D) between 1.QR I2MLQXXXBN13CN00000-BQ31BW I2MLQXXXCA02CGCA351-CA35DW 2 35. What is the value of n in the expression 30 15 45 = n? 3 (A) 200 (B) 600 (C) 900 (D) 1.500 between 2. . 51 743 25 33.000 between 2.200 between 1.800 85 STOP.000 and 1. Josh did the problem shown with his calculator.500 and 3. What is the other number? (A) 3 (B) 6 (C) 14 (D) 18 I2MLQXXXCN13FN00000-CQ19BW 34. you may check your work in this section only. If there is time.000 and 2.

electronic. 86 . or transmitted in any form or by any means.Reading Comprehension LOWER LEVEL Practice Test Copyright © 2009 by Educational Records Bureau. recording or by any information storage and retrieval system. No part of this book may be reproduced. photocopying. redistributed. manual. without prior written permission of the Educational Records Bureau. All rights reserved.

Do not go on until told to do so. You may write in your test booklet. 87 STOP. .RC Section 3 Reading Comprehension 20 Questions 3 Time: 20 minutes This section contains four short reading passages. Answer the questions following each passage on the basis of what is stated or implied in that passage. Each passage is followed by five questions based on its content.

” 88 Go on to the next page. would look at each other and know— the Underground Railroad was running. “There goes one less slave. “they are guests in our house. Grown-ups talked in whispers and children learned to play in whispers. Slaves were not safe anywhere in the United States. Each time he thought. Frederick Douglass’ home in Rochester became an important station. Over the years. . Frederick and Anna. it said that runaway slaves must be returned to their masters. New York.3 Questions 1– 5 Passage LB03 RC 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 His days already crowded with work. was a station on the Underground Railroad. First he would whisper. As a former slave himself. Traveling on the Underground Railroad was dangerous. Called the Fugitive Slave Law. They had to escape to Canada. The station was where they rested and hid—usually the homes of people who hated slavery. In 1850. Then Frederick knew it was safe to let them inside. Frederick Douglass’ home in Rochester. one more free person. and the conductors were the people who led them North. since it was the last station on the line on Lake Ontario. Anna would ready the house and Frederick would go to the door. and stationmasters. The Underground Railroad was not a railroad with trains and tracks. He wouldn’t open it. stations. His five children helped him hide the slaves and make them comfortable. But it did have passengers. Runaway slaves were the passengers.” someone would answer. Frederick Douglass helped over 400 slaves escape. Across the lake lay the safety of Canada. Anyone caught hiding slaves would be fined or thrown in jail.” They had to be quick guests. the Underground Railroad became more dangerous when a new law was passed. Frederick Douglass found time for another job. Usually they came late at night with a knock on the door. conductors. too. Frederick Douglass’ whole family worked on the Railroad.” Frederick said. “Remember. These were stationmasters. He never knew when to expect a group of slaves. he made time to work on the Underground Railroad. his wife. “Who’s there?” “A friend with friends.

pirate. . what was the destination of most slaves on the Underground Railroad? I2ELBXXXBV03B LB030-BR12AW 3.RC I2ELCXXXBM01APLB030-BR10CW I2ELBXXXBS01BLB030-BR13CW 3 4. (D) It became easier because more former masters came and retrieved the slaves. (B) analyze the reasons for the operation of the Underground Railroad. “Fugitive” most nearly means (A) (B) (C) (D) escapee. I2ELBXXXBO01DPLB030-BR11CW 2. wanderer. The primary purpose of the passage is to (A) relate the various roles Frederick Douglas played in his lifetime. (D) discuss the characteristics of the slaves who used the Underground Railroad. The passage states that the slaves filled which role on the Underground Railroad? (A) (B) (C) (D) conductors engineers passengers stationmasters 5. In line 36. 89 Go on to the next page. I2ELBXXXBO01DLB030-BR15DW 1. (C) describe Frederick Douglass’ work with the Underground Railroad. The passage provides information to answer which question? (A) In which state did the Underground Railroad originate? (B) What was Frederick Douglass’ work other than his work with slaves? (C) Why did Frederick Douglass have his family members help him in his work? (D) After 1850. immigrant. (C) It became more dangerous because. (B) It became more complicated because he had to involve his family. According to the passage. he could now go to prison. how did Frederick Douglass’ job change in 1850? (A) It became harder because fewer people worked with him. if caught.

Other seeds may drop off the clothing of people walking near or across the vacant lots. rainwater may dampen the seeds and cause them to sprout. beautiful wild flowers that had not been known to grow in London for hundreds of years started growing in the vacant lots. On rare occasions. Yet. Even if this does not happen with old seeds. Over the years. Birds will leave undigested seeds on the ground in their droppings. Once the building goes. However. followed by vines and quick-growing trees such as the white pine. Eventually. if given half a chance. seeds of plants and spores of mosses and ferns will find their way to the lot. plants will show up anyway. Some of the seed swill is carried in the wind to the newly formed vacant lot. In a few years. will take over any place it can—even a vacant lot. Its first plant inhabitants will be weeds and wild flowers. This sort of thing happened in London after the city was bombed during the Second World War. the lot will probably become home to birds. When this happens. If the lot is left free to develop for many years and receives adequate sunlight and rain. perhaps a hundred years or more. After many damaged buildings were torn down. its plant life will follow a predictable life cycle. Vacant lots may appear to be ugly. seeds may remain under buildings for decades.3 Questions 6–10 Passage LC02 RC 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 When a building is torn down. and many small animals. new plants will start growing in the vacant lot. The building over them keeps them dry and preserved. such as dandelions and clover. insects. Soon the first plants will appear. . They prove that life. harsh places. they teach us something. the lot will not remain “vacant” for long. a vacant lot is created. 90 Go on to the next page. grasses will appear.

(B) Animals will not live in a vacant lot until plant life has developed. (C) summarize one of the main ideas of the passage. the author implies that the return of life to a vacant lot would be held back if (A) animal life disappeared from the area. (D) on the clothing of people walking through vacant lots. I2ELCXXXCO1DP LC020-CR09CW 7. (D) the lot became covered with grasses and vines. (B) leave the reader with an unsolved mystery. I2ELCXXXCO01FPL C020-CR10CW 6. I2ELCXXXCI01IP LC020-CR07AW 8. (B) in places that are full of dandelions and clover. (C) The clothing of people walking through the city carries plant seeds. Which best characterizes plant life as it is described in the passage? (A) (B) (C) (D) beautiful edible persistent untidy 10. The function of the last paragraph (lines 37– 40) is to (A) provide an exciting ending to the passage. (D) provide evidence that the author’s argument is correct. (C) in open fields that receive a lot of sunlight and rain. Which best expresses the main idea of the passage? (A) Life will return even to a vacant lot in the city. The author implies that a good place to look for seeds of plants that no longer grow in the city would be (A) in the dirt under very old buildings. (C) the lot did not get enough water and sunlight. (D) Many buildings in London were destroyed by bombing during the Second World War. In the fifth paragraph (lines 27–36).RC I2ELCXXXCM01APLC020-CR06AW I2ELCXXXCI01IP LC020-CR08CW 3 9. . 91 Go on to the next page. (B) people did not walk near or across the lot.

They reported that the students had not disembarked at the next station. “Will Ms. They began walking from one car to the other. who phoned ahead to check with security personnel.” I returned to the train platform downstairs to see the rest of my class running around wildly looking for a phone.3 Questions 11–15 Passage LC07 RC 13 14 15 16 17 18 19 20 21 22 23 24 1 2 3 4 5 6 7 8 9 10 11 12 On a recent trip to the Oakland Museum to see a display of African American quilts. We boarded two different subway cars. looking worried and distraught as the train pulled out. As I was counting noses in the station. . When we came to our stop. and about six students who were in the car next to mine decided to take advantage of my not being there. So the stationmaster got on the paging system and announced. which they are not supposed to do. Logan’s students please call 214. they didn’t know it was time to get off since they were in a different car. Will Ms. 92 Go on to the next page. I saw six of them pressed up against the glass in the last car. several students got lost. Logan’s students please call 214. I went upstairs to speak with the stationmaster.

(C) they were distracted by the other passengers. The passage is primarily concerned with describing (A) the benefits of traveling by train. I2ELCXXXCV03BPLC070-CR34CW 12. According to the author. (D) they were not in the same car as their teacher. (B) the importance of visiting museums. (B) The students were trying to find their lost classmates. In line 18. (D) The telephones on the subway platform were not operating properly. (C) the strengths and weaknesses of subway security. 15. (D) the teacher’s experience with a group of students. asked for help. gotten off. I2ELCXXXCI01IPLC070-CR35CW 13. 93 Go on to the next page. (C) The students who were not lost thought they should call 214. continued. a group of students did not get off the subway at the appropriate station because (A) their teacher miscounted noses. (B) the subway paging system was not working. The passage supplies information to answer which question? (A) Where were the students going? (B) Where were the students coming from? (C) How many students were in the total group? (D) How did the class react when the students were all reunited? I2ELCXXXCS01BPLC070-CR33DW 11.RC I2ELCXXXCM01APLC070-CR36DW I2ELCXXXCO01EPLC070-CR32AW 3 14. Which can be inferred from the last sentence (lines 22–24)? (A) The students were bored and desired exercise. “disembarked” most nearly means (A) (B) (C) (D) called. .

some honey. and plain water. There were always four or five ants crowded around the honey drop. but their real favorite was the honey. some raw egg white. easily accessible surface. and on its rounded. I added a piece of apple. A steady line of ants filed from a crack just below a windowsill to the corner of my sink. I soon learned that they were interested in everything except the vinegar. As much as I enjoyed watching the ants making their food choices. 94 Go on to the next page. So I cleared up my feeding station and began my annual effort to eliminate or protect the foods that invite ants to forage indoors. I concluded that such encouragement was not good for our relationship. and vinegar. while just one or two were exploring the other substances. Because my drainer contained too many odds and ends for me to see exactly what it was the ants were after. milk. I dabbed a few items: a little peanut butter.3 Questions 16–20 Passage LA05 RC 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 One spring I celebrated the first ant parade that found its way into my kitchen by allowing it to do whatever it wanted to. Another line was headed just as steadily in the other direction. some cottage cheese. I set up a feeding station to determine their food preferences. . As the day went by. where I keep a small drainer of vegetable wastes for my compost heap. I turned a dinner plate upside down.

95 STOP. I2ELAXXXAI01ILA050-AR22DW I2ELAXXXAV03BPLA050-AR25BW 20. (B) ants find their way into people’s homes. dismay. unappreciative. 17. disgust. (D) make it easier for the ants to climb onto it. By saying that such encouragement was not “good for our relationship” (lines 27–28). The main purpose of the passage is to describe how (A) ants locate food and take it to their nests. look for food. you may check your work in this section only. form a parade. . 16. interest. The author turned the dinner plate upside down (lines 12 – 13) in order to (A) make the food visible from far away. (C) the author learned about ants’ food preferences. I2ELAXXXAO01EPLA050-AR23DW 18. (B) keep the food safe from other insects. raise offspring. If there is time. “forage” most nearly means to (A) (B) (C) (D) build a nest. dangerous. (C) keep the ants from carrying the food away. unfriendly. In line 30. The author’s attitude toward ants is best described as one of (A) (B) (C) (D) annoyance.RC I2ELAXXXAM01APLA050-AR26CW I2ELAXXXAF02CPLA050-AR24AW 3 19. the author is suggesting that the ants could become (A) (B) (C) (D) annoying. (D) the author protects the kitchen against ants.

redistributed. 96 . All rights reserved. or transmitted in any form or by any means. No part of this book may be reproduced. electronic. without prior written permission of the Educational Records Bureau. recording or by any information storage and retrieval system. manual.Mathematics Achievement LOWER LEVEL Practice Test Copyright © 2009 by Educational Records Bureau. photocopying.

In this row.MA Section 4 Mathematics Achievement 25 Questions 4 Time: 25 minutes Each question is followed by four suggested answers. Find the row of spaces on your answer document that has the same number as the question. SAMPLE QUESTION: Which number is divisible by 6 without a remainder? (A) (B) (C) (D) 16 33 48 64 Sample Answer The correct answer is 48. Read each question and then decide which one of the four suggested answers is best. . mark the space having the same letter as the answer you have chosen. 97 STOP. You may write in your test booklet. Do not go on until told to do so. so circle C is darkened.

how many students said they preferred frozen yogurt? (A) 7 (B) 11 (C) 15 (D) 21 I2MLAXXXCG01AN00000-CQ05DW I2MLAXXXCN13BN00000-CA13CW 6. .049 203.490 234. What is the name of a rectangle with sides of equal length? (A) (B) (C) (D) hexagon octagon pentagon square 98 Go on to the next page.409 230. I2MLAXXXCN11AGCQ011-CQ01BW 5.4 I2MLAXXXCM02DGCQ151-CQ15BW I2MLAXXXCN11AN00000-CA04AW MA 4. What is the perimeter of the triangle? ( P = s + s + s) (A) (B) (C) (D) 18 feet 36 feet 54 feet 72 feet What number is represented by point P on the number line? (A) (B) (C) (D) 73 77 79 83 I2MLAXXXCD04BN00000-CA05AW 2. A total of 28 students were asked which one of three snacks—ice cream. or frozen yogurt—they preferred. popsicles. and 4 students said they preferred popsicles.900 1. What is the standard form for two hundred three thousand forty-nine? (A) (B) (C) (D) 203. Use the number line to answer the question. Which expression is equal to 20? (A) (B) (C) (D) (3 5) + 4 – 7 3 (5 + 4) – 7 3 5 + (4 – 7) 3 (5 + 4 – 7) 3. If 17 students said they preferred ice cream. What is the value of the expression 308 + 197? (A) (B) (C) (D) 405 495 505 515 I2MLAXXXCA02AN00000-CA06BW 7. Use the triangle to answer the question.

The table shows the data collected. one can was painted white.835 99 Go on to the next page. and $16. Which fraction is equivalent to 0.4? 1 4 1 (B) 40 4 (C) 10 4 (D) 100 (A) I2MLAXXXCN13BN00000-CA18BW 11. what number does □ stand for? (A) 7 (B) 9 (C) 11 (D) 15 I2MLAXXXCN23DN00000-CQ21DW 12.000 – 165? (A) (B) (C) (D) 1. A class put three cans full of water in the sun. One can was painted black.835 1.49. If 2 (□ + 4) = 22. $0.MA I2MLAXXXCD02AN00000-CA07DW (1 of 2 cluster) 4 8.99. how much warmer was the water in the black can than the water in the white can? (A) 8F (B) 13F (C) 18F (D) 23F I2MLAXXXCN21EN00000-CA03CW I2MLAXXXCA01BN00000-CA25AW 9. . What is the value of the expression 2. Each can was covered and had a thermometer in it to measure the temperature of the water in degrees Fahrenheit. $11. TEMPERATURE EXPERIMENT Black Can White Can Silver Can 50F 50F 50F 53F 50F 52F 57F 51F 54F 62F 51F 56F 68F 52F 58F 75F 52F 60F Start 10 min 20 min 30 min 40 min 50 min At 50 minutes. Chris buys five items costing $3. $2.735 1.99. and one can was painted silver.935 2. What is the estimated total cost of Chris’ items? (A) (B) (C) (D) between $20 and $25 between $25 and $30 between $30 and $35 between $35 and $40 10.99.50.

If one of the cards is picked up at random.828 mi2 15. The graph shows the population of four towns. which has an area of 23. Which lake has an area closest 1 to that of Lake Superior? 3 (A) Lake Nyasa.4 I2MLAXXXCD01CGCA021-CA02DW MA 13.700 mi2.000 mi2 (D) Lake Victoria.430 mi2 (B) Lake Tanganyika.000 I2MLAXXXCN13CN00000-CA16AW I2MLAXXXCD04BGCA112-CA11BW 14.000 (B) 5. which has an area of 12.000 (D) 15. Lake Superior has an area of about 31. How many more people live in Southville than live in Eastville? (A) 3. what is the chance that it will be a (A) (B) (C) (D) 1 out of 4 1 out of 3 1 out of 2 2 out of 3 ? 100 Go on to the next page.000 (C) 10. Use the diagram to answer the question. . which has an area of 11.700 mi2 (C) Lake Huron. which has an area of 26.

14.3 8.0 HOPE SCHOOL’S SCORES 8.0 7.7 7. Use the table to answer the question. What is the mode of this set of data? (A) (B) (C) (D) 7.0 7. Which fraction is between 1 4 1 3 2 5 4 5 1 9 and ? 2 10 (A) (B) (C) (D) I3MLA1104A02CN00000-0704AW 18.9 7. Use the number sequence to answer the question. 32.9 8. where A = Area. 4.4 7. Use the set of numbers shown to answer the question. 2. 3.6 7. If the area of a rectangle is 20 cm2.) (A) (B) (C) (D) 20 w l l w 20 w 20l w 20l I3MLA1104A01AN00000-0703BW 20.6 8. 8.4 8.3 8. and w = width. which equation can be used to determine the width of that rectangle? (A = lw. 22.1 7. 5. l =length.3 I2MLAXXXCN21DN00000-CQ24DW I3MLA3001N11GXXXX0-0780CW 17.5 7.MA I2MLAXXXCD02BN00000-CQ26BW 4 Event 1 Event 2 Event 3 Event 4 7.0 8. ___ What is the next number in the sequence? (A) (B) (C) (D) 34 44 54 64 101 Go on to the next page.6 8.2 8. . 11. 7.9 8.9 7.9 7.7 16. …} Which describes this set of numbers? (A) (B) (C) (D) odd numbers even numbers prime numbers composite numbers 19. {2.3 7.8 8.

M.M. and arrives 4 hours later in Detroit. I2MLAXXXCN21BN00000-CA33DW I2MLAXXXCM02DN00000-CQ31CW 22. What time is it in Detroit? (A) 10 A. What is the perimeter of a rectangle that has a length of 8 inches and a width of 5 inches? (P = 2l + 2w) (A) (B) (C) (D) 13 inches 23 inches 26 inches 28 inches Go on to the next page. (C) 5 P. What is the sum of 2.9 + 1.4 I2MLAXXXCM02BGCA281-CA28DW MA 21.M. (B) 1 P. .7? 3 5 1 (B) 4 5 2 (C) 4 5 3 (D) 4 5 (A) 3 102 23. (D) 8 P.M.M. Use the Time Zone map to answer the question. An airplane leaves Seattle at 1:00 P.

How 4 many feet does he have left? (A) 1 7 8 1 (B) 2 8 1 (C) 2 2 7 (D) 2 8 24. Use the coordinate grid to answer the question. 8) (8. What are the coordinates of point P in the figure? (A) (B) (C) (D) (1. 2) 103 STOP. Terry had 5 3 5 feet of wire.MA I2MLAXXXCG02BGCA221-CA22CW I2MLAXXXCN23EN00000-CA19AW 4 25. 7) (1. . 1) (8. If there is time. you may check your work in this section only. He used 8 3 feet of the wire to make a lamp.

recording or by any information storage and retrieval system. redistributed. photocopying. electronic. No part of this book may be reproduced. manual. 104 . All rights reserved.Essay LOWER LEVEL Practice Test Copyright © 2009 by Educational Records Bureau. or transmitted in any form or by any means. without prior written permission of the Educational Records Bureau.

Directions continue on the next page. Only pages 3 and 4 will be sent to the schools. Again. You should also be aware that a copy of your essay will be sent to each school that will be receiving your test results. You may make notes and plan your essay on the reverse side of the page. NOTE: The page references in the directions below refer to the page numbers at the bottom of the answer sheet. but you need to say enough for a reader to understand what you mean. You will probably want to write more than a short paragraph. The essay is designed to give you an opportunity to show how well you can write. An essay on another topic is not acceptable. 105 . Do not write on another topic. Please remember to write only the final draft of the essay on pages 3 and 4 of your answer sheet and to write it in blue or black pen. How well you write is much more important than how much you write. on page 3. in the box provided. You must copy the essay topic onto your answer sheet. Use the pre-lined pages in Appendix B (pages 135–136) for this part of the Practice Test. You should try to express your thoughts clearly. you may use cursive writing or you may print. You will have 30 minutes to plan and write an essay on the topic printed on the other side of this page.What to Expect on the ISEE Practice Test – Essay Essay Topic Sheet The directions for the Essay portion of the ISEE are printed in the box below. Please write or print so that your writing may be read by someone who is not familiar with your handwriting. Allow enough time to copy the final form onto your answer sheet. not to the page numbers of the What to Expect on the ISEE book. You are to write only in the appropriate section of the answer sheet.

Essay Topic If you were granted the power to change one thing about your community. what would you change and why? Only write on this essay question Only pages 3 and 4 will be sent to the schools Only write in blue or black pen Notes 106 .What to Expect on the ISEE Practice Test – Essay REMINDER: Please write this essay topic on the first few lines of page 3 of your answer sheet.

S CORING THE P RACTICE T EST L OWER L EVEL 107 .

Remember to skip questions you did not answer as you mark down your answers. For example. move to the column to the right and put a “+” if your answer is correct. For a full explanation of scaled scores. ISEE PRACTICE TEST SCORING Verbal Reasoning Quantitative Reading Mathematics Reasoning Comprehension Achievement 1. and stanines. (Note: Although the Practice Test Answer Key lists questions by NCTM standards. Count the number of correct (+) answers in each section. 4. Raw Score 2. Quartile Finding Your Raw Score The number of questions that you have answered correctly is called your “raw score. 1. your results for Quantitative Reasoning are listed as “Word Problems. on the actual Individual Student Report (ISR). enter them in the table below. Next. your scaled score range. You will have three scores when you finish: your raw score. Enter the raw scores for each section on line 1 of the table above. you get one point for every question that you answer correctly. Follow the steps on these next pages exactly as written. if you have 12 “+” marks in Verbal Reasoning. you will be ready to grade and score your test. Scaled Score Range 3. 3. except for the essay. and you will soon know your score and how you did compared to other students who have taken a similar practice test.What to Expect on the ISEE Scoring the Practice Test Step-by-Step Directions When you have finished all five sections of the Practice Test. Move your Practice Test answer sheet beside the column headed Quantitative Reasoning on page 112 and follow steps 2 and 3 above. 7. Continue until you have entered your answers beside the correct answers to each of the 30 Verbal Reasoning questions. Count each section separately and write down the number of correct answers next to Total Correct. percentiles.” As you will see. please see the “Understanding the Individual Student Report (ISR)” section of this book. write 12 next to Total Correct.”) 5. 6. 2. These are your raw scores. and your quartile ranking. Move to Reading Comprehension (page 113) and Mathematics Achievement (page 114) in turn and follow steps 2 and 3 above. Enter the answer that you chose for question 1 in the “Your Answer” column. 8. As you determine these three scores. 108 . Leave this box blank if your answer is wrong or if you skipped this question. but no points for a question you answer incorrectly or omit. Turn to page 111 and place your answer sheet beside the column headed Verbal Reasoning.

Finding Your Quartile Score Your quartile score is based on how you compare to other students applying to the same grade. using its own standards. Repeat for the other three sections. find the quartile that corresponds to your scaled score. For this Practice Test. For example. in the table for Verbal Reasoning. We have provided a scaled score range for each raw score. The reason: the Practice Test was not taken under a real testing environment at a school or ISEE office. Find the reported range of scaled scores beside your raw score. Each school will judge the essay independently. the essay and the rest of the ISEE are only two of the pieces of information admission officers will use to determine your potential for success at their schools. 109 . Using the comparative data table that is next to the conversion table in each separate section. Turn to the conversion tables on pages 115–118. Find the correct conversion table for the raw score of the section you wish to equate. using the tips for essay writing found on page 58. 1. Follow these steps exactly. Record the quartile for each section on line 3 of the table on page 108. find the line that lists the total of your correct answers (your “raw” score) on the Verbal Reasoning section. Remember. because the Practice Test that you took cannot be equated exactly with the real ISEE test. 3. This step is necessary because there are different forms of the ISEE.What to Expect on the ISEE Scoring the Practice Test Finding Your Scaled Score You will need to convert (change) your raw score to a scaled score to see what it means and how you compare with other students who took a similar test. Note there are several tables (one for each section). Nevertheless. 2. and the scaled score helps the people who score the ISEE compare your score with other scores. Reviewing Your Essay The ISEE does NOT score your essay. Your actual ISEE score report will show a single scaled score for each section rather than the ranges shown on these conversion tables. the score you calculate here will be sufficiently close for you to feel confident in the score you can expect. Record these numbers under the corresponding column on line 2 of the table on page 108. A photocopy of your essay will be sent to each school you listed to receive your scores. we suggest that you ask an adult who knows you to read your practice essay and give you feedback about how you did.

This page is intentionally left blank. 110 .

What to Expect on the ISEE Scoring the Practice Test – Answer Keys ISEE Practice Test Answer Keys Verbal Reasoning Answer Key—Lower Level (30 items) Item Key Your Answer + If Correct *Type 1 D 2 B 3 C 4 C 5 A 6 B 7 C 8 C 9 D 10 C 11 D 12 D 13 B 14 D 15 D 16 A 17 A 18 C 19 A 20 A 21 D 22 D 23 C 24 B 25 D 26 C 27 D 28 B 29 B 30 C TOTAL CORRECT *Key to Type of Item S = Synonyms SWR = Single Word Response PR = Phrase Response S S S S S S S S S S S S S S S SWR SWR SWR SWR SWR SWR SWR SWR SWR SWR PR PR PR PR PR 111 .

What to Expect on the ISEE Scoring the Practice Test – Answer Keys Quantitative Reasoning Answer Key—Lower Level (35 items) Item 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 Key A C B A A B B A D D D D C D D B A C C A D C B D C B C C A B B D B B D Your Answer + If Correct *Type ND NW NW M A G NW ND A D D A M A A A ND D ND A NW M ND G ND ND D M D A G D NW NW A TOTAL CORRECT *Key to Type of Item NW = Numbers and Operations (Whole Numbers) ND = Numbers and Operations (Decimals. your results for Quantitative Reasoning will only list Word Problems. Fractions) A = Algebraic Concepts G = Geometry M = Measurement D = Data Analysis and Probability (On the actual Individual Student Report. Percents.) 112 .

What to Expect on the ISEE Scoring the Practice Test – Answer Keys Reading Comprehension Answer Key—Lower Level (20 items) Item Key Your Answer + If Correct *Type 1 C 2 C 3 A 4 C 5 D 6 A 7 C 8 A 9 C 10 C 11 D 12 C 13 C 14 A 15 D 16 C 17 D 18 D 19 A 20 B TOTAL CORRECT MI OL V SI OL MI OL I I OL MI V I OL SI MI I OL T/S/F V *Key to Type of Item MI = SI = I = V = O/L = T/S/F = Main Idea Supporting Ideas Inference Vocabulary Organization/Logic Tone/Style/Figurative Language 113 .

What to Expect on the ISEE Scoring the Practice Test – Answer Keys Mathematics Achievement Answer Key—Lower Level (25 items) Item Key Your Answer + If Correct *Type 1 B 2 A 3 D 4 A 5 B 6 C 7 B 8 D 9 C 10 B 11 A 12 D 13 D 14 A 15 B 16 B 17 C 18 A 19 D 20 B 21 D 22 D 23 C 24 C 25 A TOTAL CORRECT *Key to Type of Item NW = Numbers and Operations (Whole Numbers) ND = Numbers and Operations (Decimals. Percents. Fractions) M D G NW NW NW A D ND NW A ND D NW D D NW A ND A M ND M G ND A = Algebraic Concepts G = Geometry M = Measurement D = Data Analysis and Probability 114 .

What to Expect on the ISEE Scoring the Practice Test – Conversion Tables Practice Test Conversion Tables and Percentiles (Quartiles) Verbal Reasoning Conversion Table — Lower Level 2009 ISEE Practice Tests Scaled Score Ranges (Min. 115 . = 903) Raw *Reported Range Score 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 873 869 865 861 857 853 849 846 842 838 834 830 826 822 818 814 811 807 803 799 795 791 787 783 779 776 772 768 764 760 760 903 899 895 891 887 883 879 876 872 868 864 860 856 852 848 844 841 837 833 829 825 821 817 813 809 806 802 798 794 790 786 Comparative Data Scaled Score Quartiles Based on 2007–2008 ISEE Norms Applicants 75th 50th 25th to Grade 836 5 864 851 6 876 862 848 *Minimum reported range is 30 points wide. = 760 and Max.

What to Expect on the ISEE Scoring the Practice Test – Conversion Tables Quantitative Reasoning Conversion Table — Lower Level 2009 ISEE Practice Tests Scaled Score Ranges (Min. = 766 and Max. = 911) Raw Score *Reported Range 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 881 878 875 871 868 865 862 858 855 852 848 845 842 838 835 832 829 825 822 819 815 812 809 805 802 799 796 792 789 786 782 779 776 772 769 766 911 908 905 901 898 895 892 888 885 882 878 875 872 868 865 862 859 855 852 849 845 842 839 835 832 829 826 822 819 816 812 809 806 802 799 796 Comparative Data Scaled Score Quartiles Based on 2007–2008 ISEE Norms Applicants 75th 50th 25th to GRADE 5 6 863 866 848 855 834 846 *Minimum reported range is 30 points wide. 116 .

= 764 and Max. 117 . Range can be wider at some points.What to Expect on the ISEE Scoring the Practice Test – Conversion Tables Reading Comprehension Conversion Table — Lower Level 2009 ISEE Practice Tests Scaled Score Ranges (Min. = 913) Raw Score *Reported Range 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 883 877 871 865 859 853 848 842 836 830 824 818 812 806 800 794 788 782 776 770 764 913 907 901 895 889 883 878 872 866 860 854 848 842 836 830 824 818 812 806 800 794 Comparative Data Scaled Score Quartiles Based on 2007–2008 ISEE Norms Applicants 75th 50th 25th to GRADE 5 6 864 876 848 858 829 839 *Minimum reported range is 30 points wide.

118 .What to Expect on the ISEE Scoring the Practice Test – Conversion Tables Mathematics Achievement Conversion Table — Lower Level 2009 ISEE Practice Tests Scaled Score Ranges (Min. = 899) Raw Score *Reported Range 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 869 865 861 857 853 849 845 841 837 833 829 825 821 817 813 809 805 801 797 793 789 785 781 777 773 769 899 895 891 887 883 879 875 871 867 863 859 855 851 847 843 839 835 831 827 823 819 815 811 807 803 799 Comparative Data Scaled Score Quartiles Based on 2007–2008 ISEE Norms Applicants 75th 50th 25th to GRADE 5 6 870 876 857 866 844 855 *Minimum reported range is 30 points wide. = 769 and Max.

U NDERSTANDING THE I NDIVIDUAL S TUDENT R EPORT (ISR) L OWER L EVEL 119 .

What to Expect on the ISEE Understanding the Individual Student Report Sample Individual Student Report (ISR) Figure 1. Sample ISR – Lower Level 120 .

These norms are based on independent school applicants in the same grade who have taken the ISEE during the past three years. Test Profile The Test Profile near the top of the report provides information about the student’s overall performance on each section of the ISEE. except the essay. mathematics and reading comprehension achievement sections. compare. These terms are discussed on the following pages. Two parts of the report—the Test Profile and Analysis—are explained on the following pages. Sample Test Profile The ISEE scores are reported in four ways in order to provide a comprehensive picture of the student’s performance: Scaled Scores Percentile Rank Stanine Stanine Analysis The Test Profile reports ISEE scores both as scaled scores and as percentile ranks with reference to ISEE norms.What to Expect on the ISEE Understanding the Individual Student Report The Independent School Entrance Exam (ISEE) consists of verbal and quantitative reasoning sections. The purpose of this section of this book is to help students and their parents understand the information presented in the Individual Student Report (ISR). Figure 2. and evaluate student performance. actual sample ISR is shown on the previous page (Figure 1). The ISR is a concise and useful summary of the student’s performance on the ISEE. 121 . The Test Profile also shows stanines and a stanine analysis. The reasoning sections (Verbal and Quantitative) measure what a student is capable of achieving or learning. an unscored copy of the essay is sent to each school for which the student requests score reports. A complete. Different parts of the report provide information that may be used in the admission process to understand. Figure 2 shows the Test Profile from the sample ISR in Figure 1. the Mathematics Achievement and Reading Comprehension sections show how well the student understands concepts already studied. and an essay that demonstrates a student’s writing skills.

A percentile rank of 36 on Mathematics Achievement. The rank is based on scores obtained from all students in a given grade who have taken the test over the past three years. as follows: Percentile Rank 1–3 4 –10 11–22 23–39 40–59 60–76 77–88 89–95 96–99 Stanine 1 2 3 4 5 6 7 8 9 122 . Scaled Scores ISEE scaled scores for each section range from 760 to 940.What to Expect on the ISEE Understanding the Individual Student Report The norm group for this test is a very competitive group of students who are applying to independent schools. a student’s performance may be less than what it has been on other tests where the comparison group is less selective. Percentile rank scores range from 1 to 99. Admission offices are aware of this difference in the norming populations and do not expect all applicants to be “above” the norm. Stanines are derived by dividing the entire range of students’ scores into nine segments. Stanine A stanine is a score from 1 to 9. as depicted in Figure 2. a student is compared only to other students in the same grade who have applied to independent schools in the last three years. Percentile Rank The percentile rank shows the student’s standing when compared to other students in the norm group for this examination. for example. Small differences in percentile ranks on different tests may or may not represent significant differences in performance on those sections. The scaled score takes these slight differences into account and allows ERB to report a score on a common scale that has the same meaning for all students. Given that this is a competitive group of students. ISEE scores are also reported as stanines. For this reason. ERB administers many different versions of the test each year. indicates that the student scored as well as or better than 36 percent of all students in the norm group and less well than 63 percent (out of a total of 99 percentile points). The scaled score is derived from the raw score—the number of questions the student answered correctly—but is more useful than the raw score because the scaled score has the same meaning regardless of which version of the test was used. with 5 as the midpoint. regardless of the version taken. Therefore.

Analysis In the Analysis part of the ISR. Each letter in the stanine analysis box in the Test Profile is the midpoint of a band that extends to either side of the stanine score. but still overlaps.What to Expect on the ISEE Understanding the Individual Student Report Stanine Analysis The stanine analysis permits comparisons between a student’s performance on both the ability tests and the related achievement tests. The percentile score is an estimate of a student’s ability or knowledge. and between Quantitative Reasoning (Q) and Mathematics Achievement (M). and the number of questions omitted or not reached. the number of questions answered incorrectly. the band for Reading Comprehension (R) is a bit lower than. for example. If the stanine is 5. In the example shown in Figure 2. Specifically. because the band for Reading Comprehension is slightly to the left of the band for Verbal Reasoning. Each section score is broken down by type of question. these comparisons are made between Verbal Reasoning (V) and Reading Comprehension (R). Conversely. providing more specific information about a student’s relative strengths and weaknesses. Figure 3 shows the Analysis part of the sample ISR in Figure 1. We can be reasonably certain that a student’s “true score” falls within the band reflected by a particular stanine. To a degree. we could be reasonably certain that the student was performing better than expected. each section score indicates the number of questions answered correctly. if the Reading Comprehension band were completely to the right of the Verbal Reasoning band. the band for Verbal Reasoning (V). Figure 3. The same kinds of comparisons can be made between the Mathematics Achievement and the Quantitative Reasoning bands. Sample Analysis 123 . This indicates that the student’s performance in reading is mostly consistent with the estimate of her verbal reasoning ability. the percentile rank range is 40–59. we can infer that the student was working below her potential.

Reading Comprehension The Reading Comprehension section has 20 questions: five questions for each reading passage. Questions coded N are at the end of the section (not necessarily at the end of the subsection) and were not answered. Quantitative Reasoning. supporting ideas. answered the question incorrectly (–). The next two columns show the number of questions and the number the student answered correctly for each subsection. as questions in that section are placed in logical order as they relate to the associated reading passage. organization. or did not reach the question (N). skill. In the example in Figure 3. To solve a word problem. 124 . Verbal Reasoning The Verbal Reasoning section includes 15 synonym questions and 15 sentence completion questions (10 single word response questions and 5 phrase response questions). each section is broken down into curricular areas and/or skills. since subsequent questions in the subsection were answered. The synonyms assess a student’s vocabulary as well as his or her ability to understand relationships among words and subtle differences in meaning. logic. skipped the question (S). The results shown in Figure 3 indicate the student was able to answer all of the questions. synthesis. with the easier questions at the beginning and the harder questions at the end. In general. however. questions in each section are ordered by difficulty. Sentence completion requires the student to successfully integrate information beyond the immediate context of the phrase/sentence and incorporate subsuming concepts and ideas presented in the text using syntactic and semantic cues. and comprehension. perhaps because the student ran out of time. inference. Quantitative Reasoning There are 35 multiple choice questions evenly distributed across the mathematical strands. This is not the case for Reading Comprehension. For all levels. the test is arranged so that easier items appear first and more difficult items appear later. and Mathematics Achievement. vocabulary in context. the student must invoke a rule and then apply it. For the other three sections of the test: Verbal Reasoning. and figurative language. the student did not answer the last question. the left-to-right sequence of symbols in the fourth column reflects the order of the questions in the section. The symbols in the fourth and final column indicate whether the student answered each individual question in the subsection correctly (+). This section requires the student to show an understanding of concepts by using logical reasoning.What to Expect on the ISEE Understanding the Individual Student Report In the first column. These include questions on main idea. Questions coded S are those that appear to have been deliberately skipped by the student. The questions are listed in order as they appear on the test within each of the reading passage sections.

For more information. There are no benefits to frantically reviewing materials at the last minute. We wish you the best of luck in your school search and hope that this book has been helpful in showing you what to expect on the ISEE. the information shown for each skill area may be useful for placement purposes. Conclusion Putting the ISEE in Perspective It is helpful to remember that students in more than one grade are taking a particular level of the ISEE.What to Expect on the ISEE Understanding the Individual Student Report Mathematics Achievement There are 25 items on the Mathematics Achievement section covering six skill areas. Remember that your ISEE scores are only part of the admission process.org. it appears the student may have run out of time.erblearn. and in fact. these items call for the identification of and solutions to problems requiring one or more steps in calculation. Therefore it is possible that some of the questions may seem particularly difficult to you because you may not have learned some of the concepts in school yet. However. 125 . and those students are probably learning about the same things that you are. In that case. Looking at the results for this student on the Mathematics Achievement section. It is more important to get a good night’s sleep the night before and to have a proper breakfast. In line with a traditional notion of mathematics achievement. please visit ERB’s web site at www. good preparation for the test includes being attentive in school and keeping up with your class work and homework. you will probably make yourself very anxious if you do this. since two questions were not reached. Schools also want to know about you as a person and what you can contribute to their school community. Your score on the ISEE is compared to only students in your grade.

A PPENDICES L OWER L EVEL 126 .

analyze problems. but also measure a student’s knowledge of words and their functions. and interpret words. make contrasts and comparisons. analyzing similar and dissimilar concepts and situations. Synonyms focus more on word recognition and the ability to understand the relationships of other words and to discriminate among subtle differences in meaning. The student must recognize relationships. students get the best examples of the kinds of questions and the approximate level of difficulty that they will find when they take the ISEE. Sentence completion questions not only test vocabulary. Both of these kinds of questions test the depth and breadth of the student’s vocabulary. In the Lower Level forms of the ISEE. The Verbal Reasoning section of the ISEE is composed of two kinds of questions: synonyms and sentence completions. following directions. and both test reasoning ability in different ways. infer. Verbal reasoning is the ability to reason. inferring word or phrase meaning. The student must use both syntactic and semantic information within the text and identify cues within the given sentence and across sentences. and evaluating strength and logic of arguments.What to Expect on the ISEE Appendix A Appendix A ISEE Content and Specifications The sample questions and practice tests represent actual questions from previous tests. sentences. can be used as predictors of academic success. therefore. Verbal reasoning and quantitative reasoning are among those abilities and are an integral part of the ISEE. academic and behavioral research have identified specific abilities that are relevant to academic performance and. and think critically about what is being asked or expressed. determining main idea of text. as well as newly developed questions similar to what students will find on the current ISEE. Item types that are often used for verbal reasoning include the following: extracting explicit information. The following table shows the total number of test items on the actual Verbal Reasoning section of the Lower Level ISEE. The student will be required to successfully integrate information beyond the immediate context of the phrase/sentence and incorporate subsuming concepts and ideas presented in the text. and discourse in order to extract meaning and solve problems. the sentence completion answer choices are single words or short phrases that complete a sentence fragment in the test item so the complete sentence has logical meaning. As a result. follow logic. Sentence completions in the Middle and Upper Level forms are more complex. The reasoning function of synonyms takes place when the student must choose the word that is closest in meaning to the prompt word from among two or more related answer choices. The purpose of this appendix is to provide students and their parents with additional information about the ISEE. VERBAL REASONING SECTION Item Type Number of Items Synonyms 17 Sentence Completion: Single Word Response 11 Sentence Completion: Phrase Response 6 Total Items for Verbal Reasoning Section 34 127 . Verbal Reasoning Over the past century.

The reasoning section requires the student to show an understanding of concepts by using logical reasoning. and apply them. use reason to calculate the probability of events. predict. Quantitative Reasoning The Quantitative Reasoning section has the student show that he or she can do more than recall and recognize facts. The rationale is twofold. recognizing patterns. or estimate answers to computation problems. employ logic to determine what a particular problem entails. and 4 are unscored items that may be used on future versions of the ISEE. Questions may ask the student to recognize and apply a required numerical operation. read a graph and compute using standard algorithms. The following table shows the total number of items on the actual Lower Level Quantitative Reasoning section. determine what is relevant (and irrelevant). The emphasis is on rule generation. the student must invoke a rule and then apply it. and 3 are unscored items that may be used on future versions of the ISEE. estimating. estimate numerical values. and summarize graphs. A key aspect of all quantitative reasoning word problems is that all incorrect responses are based on logical errors. skill. hence the absence of calculation in some items and the simplicity of calculation in others. analyze and interpret data. Another feature of these problems is that they may contain irrelevant information. not miscalculations or other errors in form. 35 are scorable items reported on the ISR. The emphasis is on the ability to reason and solve problems in a quantitative context. compare and contrast quantities. These questions ask the student to relate and integrate his or her knowledge of mathematics.What to Expect on the ISEE Appendix A Of the 34 total items. select appropriate analysis techniques. in a reasoning item. draw conclusions. The Quantitative Reasoning section of the Lower Level ISEE consists of word problems that differ somewhat from traditional mathematics achievement items in that some of them require no calculation. solving application problems. definitions. The kinds of questions that are in the Quantitative Reasoning section are often called higher-order thinking problems. Actual calculations may or may not be required. They allow the student to show that he or she can apply that knowledge by interpreting data. and comprehension. and know how to arrive at statistical solutions to given problems. and symbols. analyze. Questions require the student to synthesize information. Quantitative reasoning entails the ability to use numbers and numerical concepts in order to solve problems. QUANTITATIVE REASONING SECTION Item Type Number of Items Word Problems 38 Total Items for Quantitative Reasoning Section 38 Of the 38 total items. synthesis. 30 are scorable items reported on the ISR. To solve a quantitative reasoning word problem. compare. part of the 128 . and solving non-routine problems. understand concepts and applications of measurement. First.

narrative. Inference. Questions may ask for straightforward comprehension of what is explicitly stated in the passage or may demand that the reader be aware of implicit ideas. may demand attention to detail and the sequencing of events. or descriptive texts. Inference items may ask the student to compare and contrast ideas. Vocabulary. and evaluate the opposing points of view. Tone/Style/Figurative Language items assess the student’s understanding of mood. or central idea in the passage. tone. on the other hand.g. the ISEE begins to prepare students for this experience. theme. they will see more and more problems with irrelevant information. passage length varies from 300 to 600 words. The test items that follow each reading passage measure a student’s ability relative to Main Idea. A narrative. but also by question type. expository. such as college admission tests and other tests that include quantitative reasoning items. or summary of the passage. The reader may need to infer. Second.. persuasive. and/or synthesize information in order to arrive at a correct answer to a given question. For the Lower Level test. and figurative language such as images. interpret.” Organization/Logic items ask students to identify the sequence. Reading Comprehension Texts of various genres are used to assess reading comprehension. pattern. irony. analyze. All ISEE Reading Comprehension test items are based on passages of varying lengths. a persuasive passage will likely require the reader to follow the logic of a set of arguments. The Supporting Ideas items assess the student’s ability to identify explicit ideas that support the main idea. interpret or analyze text. usually in the form of “most nearly means. structure.What to Expect on the ISEE Appendix A problem is to sort the relevant from the irrelevant. as students take additional tests in the future. Vocabulary items deal with word definitions within the context of the passage. For example. In one sense. as described in the NCTE strands. relationship. and Tone/Style/Figurative Language. just as a mathematician or scientist would do. Inference items ask the student to draw a conclusion from content not explicitly stated in the text. Supporting Ideas. contrast counterpoints. e. 129 . The five questions that follow each passage test the concepts described above. and personification. there are five passages in the Reading Comprehension section. point of view. Explanation of Strands in Reading Comprehension Section The Main Idea items assess the student’s ability to look for an overall message. Organization/Logic. and/or predict subsequent events or outcomes. Each genre presents features particular to it and may require that different reading skills be engaged to understand and interpret the text’s meaning. each followed by five questions that relate to the passage. Reading comprehension may be affected not only by text type. At the Lower Level.

using wrong operations. the items require calculations ranging from simple addition and subtraction (Lower Level) to second-year algebra (Upper Level). Items have the following characteristics: o They are more concrete than abstract. o They require knowledge of terminology. 20 are scorable items reported on the ISR. The ISEE Mathematics Achievement section on the actual Lower Level test contains 30 items. o They require knowledge of procedures. Items measure knowledge of content area and academic skills. 130 . Mathematics Achievement Mathematics Achievement test items conform to the traditional mathematics achievement items that call for the identification and solution of a problem requiring one or more steps in calculation. READING COMPREHENSION SECTION Number of Items ISEE Strand Per Strand Main Idea 3– 4 Supporting Ideas 3–6 Inference 4– 8 Vocabulary 4– 8 Organization/Logic 2– 4 Tone/Style/Figurative Language 1–3 Total Items on Reading Comprehension Section 25 Of the 25 total items.What to Expect on the ISEE Appendix A The following table shows the total number of items in the actual Lower Level Reading Comprehension section. They require application of standard mathematical rules in standard situations. Items assess what mathematics the student has been taught and how much the student is able to do. Item formats and rules for generating items are summarized below. Based on the strands of the NCTM.g. The following table shows the skill areas and approximate number of questions testing those skill areas for the Middle Level Mathematics Achievement section. and 5 are unscored items that may be used on future versions of the ISEE. wrong formulas). miscalculations.. Incorrect answer choices are based on process errors (e. as well as concepts.

This is particularly true of the Mathematics Achievement section. 131 . Essay The essay prompts on the ISEE were created to be consistent with the prompts on previous editions of the ISEE. since each level is given to students in more than one grade. and 5 are unscored items that may be used on future versions of the ISEE. The essay will give further insight into what is important to the applicant. But the student’s ISEE score is compared only to students in the same grade who are also applying to independent schools. global in scope. Percents. All prompts are free of bias. The Mathematics Achievement section has a direct connection to what the student is learning or has learned in mathematics in school. and representative of a wide variety of topics. The Lower Level prompts ask students to write an essay that is of interest and relevant to the experiences of students at this age.What to Expect on the ISEE Appendix A MATHEMATICS ACHIEVEMENT SECTION Skill Areas Number of Items Whole Numbers 4–7 Decimals. 25 are scorable items reported on the ISR. As stated previously. it is possible that some of the questions may seem difficult because the student has not yet learned some of the concepts. Fractions 4–7 Algebraic Concepts 4– 7 Geometry 2– 5 Measurement 2– 5 Data Analysis and Probability 4–7 Total Items on Mathematics Achievement Section 30 Of the 30 total items. students who are probably learning about the same things in school.

132 . You may want to photocopy the answer sheet to make it more convenient to use during the Practice Test.What to Expect on the ISEE Appendix B Appendix B Answer Sheet Use the answer sheet and pre-lined pages in this appendix for the Practice Test.

What to Expect on the ISEE Appendix B 133 .

What to Expect on the ISEE Appendix B 134 .

What to Expect on the ISEE Appendix B 135 .

What to Expect on the ISEE Appendix B 136 .

11 Quantitative Reasoning: Answer Key. 127 Stanine. 125 Mathematics Achievement: Practice Test.What to Expect on the ISEE Index Index Algebraic Concepts. 123 Supporting Ideas. Percents. 70–75 Verbal Reasoning: Sample Test Questions. 129 NCTM. 11–12 Mathematics Achievement: Answer Key. 11 Verbal Reasoning: Answer Key. 47–48. 28–30 Essay. 22–24 Test Directions. 28–30. 22–26 Vocabulary. 129 Understanding the Individual Student Report (ISR). 129 Synonyms. 130–131 Mathematics Achievement: Conversion Table. 9–20 Main Idea. 35–36. 128–129 137 . 49–50 Analysis (ISR). 11. 121–123 Time Allotted. 131 Geometry. 115–118 Data Analysis and Probability. 116 Quantitative Reasoning: Individual Student Report (ISR). 111 Verbal Reasoning: Content/ Specifications. 108–109 Reading Comprehension. 119–125 Inference. 115 Verbal Reasoning: Individual Student Report (ISR). 37–38. 121–122 Stanine Analysis. 104–106. 33–34. 129–130 Mathematics Achievement. 126–136 Conversion Tables. 114 Mathematics Achievement: Content/ Specifications. Fractions. 124 Reading Comprehension: Practice Test. 132–136 Quantitative Reasoning. 86–95 Reading Comprehension: Sample Test Questions. 127–128 Verbal Reasoning: Conversion Table. 107–118 Sentence Completion. 113 Reading Comprehension: Content/ Specifications. 130 Numbers and Operations. 25–26. 123–124 Answer Keys. 18. 96–103 Mathematics Achievement: Sample Test Questions. 76–85 Quantitative Reasoning: Sample Test Questions. 39. 129 Percentile. 19. 111–114 Appendices. 31–32. 21– 66 Scaled Score. 51–52 Individual Student Report (ISR). 45–48 Organization/Logic. 117 Reading Comprehension: Individual Student Report (ISR). 39. 16. 121–122 Scoring the Practice Test. 45–46 Word Problems. 108–109. 39. 68 Tone/Style/Figurative Language. 43. 39. 39. 118 Mathematics Achievement: Individual Student Report (ISR). 27. 27–38 Raw Score. 108–109. 53–54 NCTE. 10. 129–130 Reading Comprehension: Conversion Table. 69 Test Profile (ISR). 10. 112 Quantitative Reasoning: Content/ Specifications. 129 Whole Numbers. 57–66. 124 Verbal Reasoning: Practice Test. 39–42 Sample Test Questions and Essay. 124 Quantitative Reasoning: Practice Test. 18. 22. 39. 119–125 Verbal Reasoning. 121–122 Practice Test. 11 Reading Comprehension: Answer Key. 67–106 Practice Test Answer Sheet. 128–129 Quantitative Reasoning: Conversion Table. 12. 55–56 Decimals. 28. 129–130 Introduction to the ISEE. 43–56 Measurement.

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