TABE 11&12 Level M

Preparing to take the TABE 11&12?


You’ve found the right page. We will answer every question you have and tell you exactly what you need to study to score well on the TABE 11&12.

Quick Facts

Get the “need to know” information at a quick glance.


The TABE 11&12 Level M tests math, reading, and language skills needed for adult basic education and career readiness. Educators and program administrators use this assessment for placement and progress monitoring in adult education and career path programs. Companies use the assessment to guide decision making for hiring and training for specific positions.


The test is comprised of 3 sections, each containing approximately 40 multiple-choice questions. You have 120 minutes to complete the reading section, 60 minutes to complete the language section, and 75 minutes to complete the math section. You can revisit questions if it is within the allowable time limit. The TABE 11&12 is available in regular-sized print, large print, braille, audio CD, and text-to-speech.


Many institutions that use the TABE 11&12 do not charge you to take the test. Others may charge a fee that ranges from $15-$25.


You do not pass or fail the TABE 11&12. You will be scored on a scale for each section. Your scaled scores will guide your educator, program administrator, or employer on the next steps of your educational or career path.

Study Time

The institution you are taking the TABE 11&12 through will most likely tell you when you are taking the test, so this will determine the amount of study time you have. With the time you have, become familiar with the content the test will cover. Spend most of your study time on the concepts with which you feel least comfortable.

What test takers wish they would’ve known:

  • Have a positive attitude and do not worry about the test.
  • Make sure you understand the directions. Ask for clarification if needed.
  • Read the questions carefully so you do not miss any important information.
  • There are no “trick questions” on the test.
  • Use the process of elimination to help you choose the best answer if you are unsure.
  • Bubble in your answers on the answer document carefully (if you take the pencil/paper version). If you’ve gotten off track and cannot easily fix it, let the proctor know right away.

Information and screenshots obtained from the Data Recognition Corporation website:


The Mathematics section has about 40 questions.

There are nine broad categories: 

  • Measurement and Data (15%)

  • Number and Operations- Fractions (20%)

  • Statistics and Probability (5%)

  • Number and Operations in Base Ten (15%)

  • Operations and Algebraic Thinking (12%)

  • Geometry (10%)

  • Expressions and Equations (15%)

  • Ratios and Proportional Relationships (3%)

  • The Number System (5%)

So, let’s talk about Measurement and Data first.

Measurement and Data

This category tests your ability to work with data and use measurement skills in real world situations.

Let’s take a look at a concept that will more than likely appear on the test.

Measuring Angles

An angle is a geometric figure comprised of two rays that meet at a shared endpoint, known as a vertex. A protractor is a tool used for measuring angles. It is shaped like a half-circle and has units of measurement called “degrees” marked on it. To measure an angle with a protractor, put the center of the protractor on the vertex of the angle. Match up one of the angle’s rays to the line on the protractor marked “0.” Find and read the number of degrees the other ray of the angle passes through. This number is the angle’s measurement.

Number and Operations- Fractions

This category tests your ability to work with fractions in a variety of meaningful ways.

Here is a concept you should know.

Multiplying Fractions

Multiplying a Fraction by a Whole Number

Let’s work through 1/3 × 6, step by step:

1/3 × 6

Convert the whole number (6) into an improper fraction. The problem now looks like this:

1/3 × 6/1

Now multiply the numerators:

1 × 6 = 6

Now the denominators:

3 × 1 = 3

The fraction now looks like this:


6/3 is an improper fraction that can be simplified to 2. 3/is the same as 1 whole, so 6/3 is the same as 2 wholes, because 6 is double 3. That means…

1/3 × 6 = 2

Multiplying a Fraction by a Fraction

Let’s solve 1/3 × 3/5:

1/3 × 3/5

First, multiply the numerators:

1 × 3 = 3

Next, multiply the denominators:

3 × 5 = 15

Now the fraction looks like this:


This fraction can be reduced since 3 and 15 are both divisible by 3. 3 divided by 3 is 1, and 15 divided by 3 is 5:

3/15 1/5

So the final solution is:

1/3 x 3/= 1/5

Statistics and Probability

This category tests your ability to interpret and visually display statistical data.

Let’s look at this concept together.

Data Distribution

The spread is found when values in the data set are put in order from lowest in value to highest in value. The center of the data can easily be found this way. The center is the part of the data set directly in the middle. The overall shape is found by analyzing the frequency of values in the data set. For example, if values in the center of the data set repeat more frequently than those on either end of the data set, a shape like a bell may be formed.

Number and Operations in Base Ten

This category tests your ability to use base-ten concepts to solve mathematical problems.

Here is a concept you should know.

Place Value

Place value refers to the value of a digit based on its position in a numeral. Let’s take a look at the number 1,324,676 in terms of place value.

You can use your knowledge of place value to compare numbers. Start with the highest place value and work your way down:

1,324,676 < 1,324,811

Both numbers have the same values in the millions, hundred thousands, ten thousands, and thousands places. When you look at the hundreds place, the second number has 8 hundreds with a value of 800, whereas the first number has 6 hundreds with a value of 600. Therefore, the first number has an overall smaller value than the second, meaning it is less than the number to which it is being compared to. 

Operations and Algebraic Thinking

This category tests your ability to use mathematical operations to solve multi-step word problems and equations.

Let’s look at a concept together.

Prime and Composite Numbers

A prime number is a whole number greater than 1 that can only be made by multiplying itself by 1. Examples include, but are not limited to, 2, 3, 5, 7, 11, 13, 17, and 19. These numbers do not have any factors other than 1 and themselves. For example, 13 x 1 = 13. There are no other true multiplication sentences using whole numbers that have a product of 13.

A composite number is a whole number greater than 1 that can be formed by multiplying numbers of a smaller value together. Examples up to 20 include 4, 6, 8, 9, 10, 12, 14, 15, 16, 18, and 20. For example, 1 x 4 = 4, but 2 x 2 = 4, as well, so 4 is a composite number.


This category tests your ability to identify attributes of two-dimensional figures and use geometrical skills to solve mathematical problems.

Here is a concept to know.

Attributes of Two-Dimensional Figures

Attributes of two-dimensional figures are qualities or features they possess. Attributes are used to describe and classify two-dimensional figures.

Points are locations. They have no specific size and are represented by dots.

A line is a set of points that extend without ceasing in two directions.

A line segment is a portion of a line that contains two endpoints. Its length can be measured.

A ray is a portion of a line that contains one endpoint and continues without ceasing in the other direction.

An angle is formed by two rays that meet at a common endpoint called a vertex.

Perpendicular lines are lines that cross at exact 90 degree angles.

Parallel lines are lines that will never intersect.


Expressions and Equations

This category tests your ability to solve mathematical expressions and equations.

Let’s take a look at a concept that you will definitely see on the test.

Solving for x

Let’s solve the equation 5x – 8 = 12 step by step to find the value of x.

First, add 8 to both sides:

5x = 20

Now divide both sides by 5:

x = 4

When you plug 4 in for x in the original equation, it works out:

5(4) – 8 = 12

Ratios and Proportional Relationships

This category tests your ability to apply ratios and proportions to real-world mathematical situations.

Here is a concept you have to know.


A ratio is a relationship between 2 numbers that indicates the number of times one number can be made from the other. For example, let’s say Steve spent $72 on a dozen roses and wants to know how much each individual rose cost. The ratio would look like this:

12/72 = 1/x

The x represents the cost of a single rose. To solve for x, cross multiply then divide.

72 × 1 = 72

72 ÷ 12 = 6


12/72 = 1/6

…which means the cost of each individual rose was $6.

The Number System

This category tests your ability to use the number system to solve math problems, including those containing fractions, division, greatest common factor, and least common multiple.

Let’s look at a concept together.


The greatest common factor is the number of the highest value that divides without a remainder into two or more numbers. To find the greatest common factor of two numbers, start by listing all of the factors for each number. Let’s find the greatest common factor of 8 and 12.

Factors of 8: 1, 2, 4, 8

Factors of 12: 1, 2, 3, 4, 6, 12

The factor that both lists have in common of greatest value is 4, so 4 is the greatest common factor of 8 and 12.

The least common multiple is the number of lowest value that is a multiple of two or more numbers. To find the least common multiple of two numbers, list multiples for each in order from least to greatest until you find the first shared multiple. Let’s find the least common multiple of 5 and 6.

Multiples of 5: 5, 10, 15, 20, 25, 30

Multiples of 6: 6, 12, 18, 24, 30

Since 30 is the first common multiple listed for 5 and 6 when working in order from least to greatest, 30 is the least common multiple of 5 and 6.

And that’s some basic info about the Mathematics section.

Now, let’s look at a few practice questions to see how these concepts might actually appear on the real test. 

Math Practice Questions

Question 1

Look at the expression.

14 + x/4

Part A

Evaluate the expression for x = 12.

  1. 22
  2. 17
  3. 11
  4. 6

Part B

Evaluate the expression for x=24.

  1. 20
  2. 34
  3. 8
  4. 17

Correct answers: B, A. Part A: 14 + 12/4 → 14 + 3 → 17. Part B: 14 + 24/4 → 14 + 6 → 20. 

Question 2

Which pair of numbers has a greatest common factor (GCF) of 30?

  1. 5 and 30
  2. 15 and 30
  3. 20 and 60
  4. 60 and 90

Correct answer: D. The factors of 60 are: 1, 2, 3, 4, 5, 6, 10, 12, 15, 20, 30, and 60. The factors of 90 are: 1, 2, 3, 5, 6, 9, 10, 15, 18, 30, 45, and 90. The greatest factor that these two numbers have in common is 30.

Question 3

The price of oranges at three different stores is shown below.

Store A sells oranges for $1.40 per pound.

Store B sells 5 pounds of oranges for $6.00.

Store C sells 4 pounds of oranges for $4.36.

Which of these is a true statement?

  1. Store A sells oranges at the lowest rate.
  2. Store C sells oranges at the lowest rate.
  3. Store B charges a lower rate for oranges than Store C.
  4. Store C charges the same rate for oranges as Store A.

Correct answer: B. Store C sells oranges at the lowest rate at $1.09 per pound.

Question 4

Two girls earn money babysitting. Lisa had 16 babysitting jobs this month. She had 4 times as many babysitting jobs as Millie.

In which equation does the box represent the number of babysitting jobs Millie had?

  1. 4 + □ = 16
  2. 4 × □ = 16
  3. 16 + 4 = □
  4. 16 × 4 = □

Correct answer: B. If Lisa had 16 babysitting jobs, 4 times as many as Millie, then Millie had 4 babysitting jobs (4 x 4 = 16).

Question 5

Which of the following question(s) is a statistical question? Select all that apply.

  1. What is the life expectancy of a 68 year old woman?
  2. How many blocks were used to construct the KuKulcan Pyramids at Chichen Itza in Mexico?
  3. What is the weight of the largest newborn baby born at County Hospital?
  4. What is the distance from Earth to the moon when they are closest together?

Correct answer: A. Statistical questions can be answered by collecting data and making inferences. The data collected in pursuit of a statistical question is expected to require sampling, to be varied, and also to use estimations involving probability to analyze. In the case of a height, length, distance, weight, mass, volume, etc., if the measurement is taken accurately, there should be just one correct answer to the given question. Therefore, the distance to the moon, the number of blocks used in a construction, and the weight of the largest baby are not statistical questions. However, determining the life expectancy of a 68 year old woman cannot be done in any direct way. This answer will vary from person to person. A sample must be taken and use of inference along with the tools of statistics will need to be applied. Therefore, this question is a statistical question.


The Reading section has about 40 questions.

There are ten competencies:

  • Key Ideas and Details (47%)

  • Craft and Structure (42%)

  • Integration of Knowledge and Ideas (11%)

So, let’s talk about Key Ideas and Details first.

Key Ideas and Details

This category tests your ability to identify elements of a text, such as main idea, supporting details, and theme, that are key to comprehension.

Here is a concept you should know.

Main Idea

Main idea is what a text is mostly about. It is the big idea of the text, or what the author most wants the reader to know after reading. You determine the main idea of a text by reading and asking yourself:

  • What was the main focus of the text?
  • What was the purpose of the reading?
  • What central idea do the details support?

Details are small pieces of information that tie back into the main idea. They support the main idea by providing specific facts and examples that help the reader gain a greater understanding of the topic.

Craft and Structure

This category tests your ability to analyze text with attention to its specific structure and use context clues to determine the meaning of vocabulary and figurative language.

Let’s look at a concept together.

Text Structure

Text structure is the way authors choose to organize their written piece. Authors make this choice based on their topic and purpose for writing. Common text structures include chronological, comparison, cause/effect, and problem/solution.

Authors use the chronological structure when they describe events in the order in which they occur. This is a common structure to use for procedural text, such as recipes and other tasks that include steps to be completed in a certain order. You can expect to see transition words such as first, next, then, and last.

Authors use the comparison structure when they explain how things are alike and different. This helps readers understand components of the topic more thoroughly.

Authors use the cause/effect text structure when they describe an event or occurrence and the impact it made. The event is the cause, and the impact is the effect.

Authors use the problem/solution text structure when they present an issue and describe how it is rectified. The issue is the problem, and the rectification is the solution.

Integration of Knowledge and Ideas

This category tests your ability to explain how different types of information support an author’s point of view on a topic.

Take a look at this concept.

Supporting Evidence

Authors can support their points and reasons by providing different types of evidence. Common types of supporting evidence that authors use include statistics, expert opinion, and specialized knowledge.

Statistics are data-driven, numerical facts about a topic. For example, an author writing to persuade an audience to live in a certain housing development may include statistics about the number of fast-growing companies in the area needing employees.

Expert opinions are statements made by experts about how they think or feel about a topic in the area of their expertise. Statements made by the head of the construction company about the quality of the houses in the new development could be considered expert opinions since the head of the company has in-depth knowledge about that topic. This could also be considered specialized knowledge since an individual in the unique position of head of a construction company possesses knowledge about the houses most do not.

And that’s some basic info about the Reading section.

Now, let’s look at a few practice questions to see how these concepts might actually appear on the real test.

Reading Practice Questions

Read the passage. Then answer questions 1 through 4.

1 Americans spend about 1.5 billion dollars a day on groceries, but supermarkets and grocery stores want shoppers to spend even more. A typical grocery store has about 50,000 products to sell to customers. Grocery stores have found creative and clever methods to make sure that shoppers buy more of these products.

2 Some stores use heat maps to track which aisles customers linger in, looking at products. This helps supermarket owners and managers figure out where people spend the most time in the store. Many stores provide discount cards that not only offer reduced prices to shoppers but also can electronically track products that customers purchase. At the checkout counter, customers will be offered coupons for items similar to their purchases. One supermarket has started giving customers a handheld self-checkout device linked to the store’s discount card. This device alerts customers to sales as they walk by or scan certain products. This may sound convenient, but researchers like Joseph Turow of the University of Pennsylvania worry about customer privacy and the possibility of stores selling the shopping details of their customers to other companies.

3 Store owners know that milk and eggs are common items on many grocery lists, so these items should be at the front of the store, right? Actually, most stores place those items deeper into the store so that shoppers have to pass tantalizing products on their way to get the needed items. Florists, bakeries, and produce sections are usually at the front of the store because the items in them will appeal to shoppers’ senses, enticing customers to make purchases. Managers know that red signs get the attention of shoppers and that yellow and white signs have a calming effect. They also know that the human eye is likely to focus on products that are at eye level, so that is where the most expensive products are placed on the shelves. Less expensive products are placed higher or lower. Some companies negotiate with the supermarket to ensure that their products are in prime locations to make them more appealing than a competing brand’s products.

4 While the customer is trying to spend the shortest amount of time and the least amount of money while shopping, the supermarket is trying to encourage the shopper to do the opposite. A study by a food marketing group showed that about 60% of the items bought at the supermarket were not on the customer’s original list. If it sounds sneaky, it is! But an informed customer can see through these gimmicks and avoid coming home with extra items.

Question 1

Which of these is the best summary of the article?

  1. Supermarkets set up their stores in a very specific way in order for their shoppers to have the best possible experience
  2. Customers should be informed about supermarket strategies that entice them to buy more items than were originally on their list
  3. Supermarkets use some tricky techniques to get their customers to spend more time and buy more things in their stores
  4. Technology has become one of the most successful methods that supermarkets employ to study customer buying trends

Correct answer: C. This passage focuses on the various methods used by supermarkets to ‘trick’ their customers into spending more and buying more, and thus, staying longer in their stores. This is the best answer.

Question 2

According to paragraph 2, supermarkets give customers a “self-checkout device linked to the store’s discount card.” Why might this device pose a threat to its customers?

  1. If the information they gather is sold, that may be detrimental to the customers
  2. Inexperienced customers may misuse the device
  3. Customers will prefer discount cards instead
  4. Privacy laws will be violated and the customers could be charged

Correct answer: A. Paragraph 2 mentions a researcher who worries about supermarkets selling the data they’ve collected to other companies. The word “worry” creates a threatening tone—the customers’ information should be kept private. Once that information is out of the control of the supermarkets, then it exposes the customers’ private information to potential violations of that information.

Question 3

In paragraph 3, what are 2 strategies supermarkets use to entice their customers to buy more?

  1. Using colored signs to attract a customer’s eyes and placing frequently purchased products in the back of the store
  2. Placing frequently purchased products on higher shelves so customers will have to work harder to get to them and keep coupons to a minimum
  3. Placing popular products in the front of the store and placing less expensive products in the back
  4. Putting bakeries in the front and avoiding negotiating with companies who want their products placed in a special location

Correct answer: A. This is correct according to the details of the text, which mention how supermarkets use colored signage and how they place frequently purchased products in the back to make customers pass by other products so they will hopefully buy more.

Question 4

Read this sentence from the article.

Many stores provide discount cards that not only offer reduced prices to shoppers but also can electronically track products that customers purchase.

Which word means the same as track as it is used in the sentence?

  1. rail
  2. trace
  3. line
  4. pathway

Correct answer: B. The stores track, or trace, products that customers purchase.

Read the passage. Then answer question 5.

Today, the Vikings are mostly known as violent pirates and raiders. It is true that Vikings did raid and destroy many towns and villages along coastlines, all the way from what is now northern Russia to Morocco. However, the Vikings weren’t just destroyers – they were also traders and merchants. They built towns and markets of their own, including Hedeby, which in the 10th century had a population of 1,500, making it the largest trading town in northern Europe. At their height, the Vikings attacked, settled, or traded on four continents. They were active all the way from Canada (they were the first Europeans to travel to the Americas) to present-day Istanbul.

Question 5

Which of these is the main idea of the article?

  1. Vikings destroyed towns, but they also created towns and markets
  2. The reputation Vikings have as destroyers is completely accurate
  3. Vikings contributed positively to society and never harmed it
  4. Vikings attacked, settled, or traded on four continents

Correct answer: A. “Vikings destroyed, but also created” is correct. By including both positive and negative facts about Vikings, the author makes it clear there are two sides to the story of the Vikings.


The Language section has about 40 questions.

There are four broad categories:

  • Conventions of Standard English (44%)
  • Knowledge of Language (5%)
  • Vocabulary Acquisition and Use (26%)
  • Text Types and Purposes (25%)

So, let’s talk about Conventions of Standard English first.

Conventions of Standard English

This category tests your ability to speak and write in the English language using the correct conventions.

Let’s look at a concept together.

Possessive Determiners

Possessive determiners indicate ownership. They show that something belongs to someone or a group.

Sadie dressed the doll in its clothes.

May I borrow your pen?

The next scene is their favorite part of the movie.

Contractions are words that are formed by putting two words together with an apostrophe. The apostrophe often takes the place of the letter(s) removed from one of the original words that form the contraction.

My dog does not enjoy when it’s stormy outside. (it’s = it is)

You’re the best person for the job. (you’re = you are)

They’re always up for an adventure. (they’re = they are)

Adverbs are words that describe verbs. They tell when, where, or how an action takes place.

Place the ornament right there on the tree.

Past, Present, and Future Tense Verbs

Past, present, and future tense verbs indicate when something happens. 

Past tense verbs are used when an event or action has already happened. These verbs typically end in -ed or have a verb before them to indicate that the action already happened. Examples include: “The man walked to the store,” or “The man was walking to the store.” 

Present tense verbs indicate that something is currently happening. These verbs typically end in -ing, such as, “We are driving.”

Future tense verbs are used when an action or event is going to happen in the future. These verbs are often accompanied by a word that indicates an action will happen, such as, “We will drive.”

There are many irregular verbs that do not follow the typical ending rules of -ed and -ing. For example, the past tense of swim is swam, not swimmed. The past tense of throw is threw, not throwed. 

Subject-Verb Agreement 

When you’re writing, one of the most important things is to maintain subject-verb agreement at all times. The subject of a sentence, or the thing doing something, must agree with the verb, or the thing being done. If a subject is singular, then the verb must also be singular.

When the subject of a sentence contains two or more nouns connected with the word “and,” use a plural verb. For example: 

“Betty and Jimmy are in my class.” (Correct)
“Betty and Jimmy is in my class.” (Incorrect)

Knowledge of Language

This category tests your ability to write, speak, read, and listen with accurate application of the conventions of language.

Here is a concept you should definitely know.

Items in a Series

When writing a list in a sentence containing 3 or more items, separate each item with a comma and then add the word “and” or “or” between the last 2 items in the list. Examples:

Gavin took his glove, bat, helmet, and water bottle to baseball practice.

Should I bring plates, napkins, plastic utensils, or cups to the picnic?

When a sentence contains multiple lists, semicolons should be used to separate the lists. Example:

You can choose a salad, soup, or breadstick for your appetizer; pasta, lasagna, or pizza for your entree; and iced tea, water, or soda for your drink.

Vocabulary Acquisition and Use

This category tests your ability to use academic vocabulary in context and determine the meaning of unknown words using a variety of strategies.

Take a look at this concept.

Multiple-Meaning Words

There are many words in the English language that have more than one meaning. Examples:

Point- purpose

Point- gesture toward something with a finger

Point- sharp edge

Log- portion of a tree trunk

Log- record of information

Watch- look at closely

Watch- time telling instrument worn on a wrist

If you come across a multiple-meaning word in a passage, use context clues to determine which meaning the word holds. Think about what the rest of the passage is about and which meaning makes the most sense for the particular placement of that word in the sentence.

Text Types and Purposes

This category tests your ability to write an informational essay that supports an opinion and/or topic with related evidence and details.

Let’s look at a concept that will more than likely appear on the test.

Writing an Informative/Explanatory Text

Informative text shares information about a topic with a reading audience. To write informative text, you should introduce your topic clearly. Add informative details that directly relate to your topic. Make sure to stay focused on your topic! End with a conclusion that wraps up the writing in a clear, satisfactory way.

And that’s some basic info about the Language section.

Now, let’s look at a few practice questions to see how these concepts might actually appear on the real test.

Language Practice Questions

Question 1

Which sentence is written correctly?

  1. The main actor is a well-known philanthropist with many hours of volunteer work.
  2. The girl thought the movie would be very interest.
  3. Moviegoers have the chance to enter a sweepstakes to win a vacation paid in fully.
  4. The movie is popularly enough that some theaters have already sold out of tickets.

Correct answer: A. This is the only sentence without an error.

Question 2

Look at the list of book titles on a reading list. Which titles are written in the correct style and format?

  1. All About Bees by Sarah E. Smith
  2. It’s Time to Save the Bees by Jonathan McMahan, Makenzie A. Lee, and Brittney L. Livingston
  3. Bees: Why We Need Them by Carl E. Rover
  4. The Bees Knees by Simon Flitter
  5. Bees and Humans: The Interactions and Dependency by Rebecca E. Smith

Correct answers: A, C. Entire book titles, not author names, should be italicized.

Question 3

A student wants to write an essay on the dangers of smoking. Which of the following pieces of information is NOT directly relevant to the student’s paper?

  1. Smoking dates back to as early as 5000 BCE, and has been recorded in many different cultures across the world
  2. Cigarette smoking causes more than 480,000 deaths each year in the United States
  3. Smokers are more likely than nonsmokers to develop heart disease, stroke, and lung cancer
  4. More than 10 times as many U.S. citizens have died prematurely from cigarette smoking than have died in all the wars fought by the United States

Correct answer: A. “Smoking dates back to…” is the correct choice. Because it refers to the origins of smoking instead of the dangers of smoking, it is not directly relevant to the student’s topic.

Read the passage. Then answer questions 4-5.

The essay below is a first draft which contains errors. Read the essay to answer the following questions.

Bank Accounts

(1) Many teenagers in America depend upon “the bank of Mom and Dad” rather than having their own bank account. (2) An important life skill is to open and maintain a bank account. (3) With their own money, teenagers could learn skills that they will need when they are on their own. (4) They would also have a chance to control their own money.

(5) There are several steps to opening a bank account. (6) First, find a bank that is convenient to your home or school so that you will be able to add and take out money when you need to. (7) Second, check out the terms of the account. (8) Is there a monthly charge? (9) Will you get an ATM card? (10) How much interest will you earn? (11) And C, gather your Social Security number, a photo ID, and a check or cash for deposit.

(12) If you are under 18, you will need to have one of your parents with you to help open the account. (13) Teenagers must also be 18 to register to vote. (14) When you arrive at the bank, let them know that you want to open a new account. (15) You will sit with an account officer to fill out the paperwork. (16) When the papers are filled out and signed and the money deposited, you will be the proud owner of a new account.

Question 4

Which sentence contains unnecessary information that is unrelated to the subject of the essay?

  1. Sentence 2
  2. Sentence 13
  3. Sentence 8
  4. Sentence 16

Correct answer: B. Sentence 13 is correct, because the topic of this essay is bank accounts, not voter registration.

Question 5

Sentence 11 contains an error that relates to the rest of the paragraph. Choose the sentence that best corrects the error.

  1. To conclude, gather your Social Security number, a photo ID, and a check or cash for deposit.
  2. And third, gather your Social Security number, a photo ID, and a check or cash for deposit.
  3. And C, gather your social security number, a photo ID, and a check or cash for deposit.
  4. However, gather your Social Security number, a photo ID, and a check or cash for deposit.

Correct answer: B. “And third,…” correctly follows the “first, second, third” pattern used in this paragraph.