Benchmark or Better!
Strategies and Tips for Success on the ACT
The Right Frame of Mind
Pressure is good; stress is bad. Pressure is the feeling you have when you know deep down you need to
prepare for the ACT in order to make benchmark or better for English, Math, Reading and Science. This
is good because you become aware of what needs to be done and focus on achieving your objective.
Stress develops when you have not properly prepared yourself to take the ACT. This stress causes
anxiety which leads to lower composite scores. You can eliminate this stress and anxiety by having a
clear strategic plan and that is the purpose of this writing.
The first action component of the plan is to understand the ACT test format. In short, the test consists
of:
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English – 75 questions with 45 minutes to complete
Math – 60 questions with 60 minutes to complete
Reading – 40 questions with 35 minutes to complete
Science – 40 questions with 35 minutes to complete
Utilizing the “Benchmark or Better” chart seen below will enable you to determine the number of
questions you need to get correct and score benchmark or better.
“Benchmark or Better Chart”
Composite
Score
36
35
34
33
32
31
30
29
28
27
26
25
24
23
22
21
20
19
18
Number of Questions You Need To Get Correct
English
Mathematics
Reading
Science
75
60
39-40
40
74
59
38
39
73
58
37
38
72
57
36
37
71
56
35
36
70
55
33-34
35
69
53-54
32
34
67-68
51-52
31
33
66
49-50
30
32
63-65
46-48
28-29
31
60-62
44-45
27
30
58-59
41-43
26
29
56-59
39-40
24-25
27-28
53-55
37-38
23
25-26
51-52
35-36
22
24
48-50
35
21
22-23
46-48
32-34
(Benchmark)
20-21
20
44-46
(Benchmark)
19
19
30-31
(Benchmark)
28-29
18
17-18
42-44
Remember, benchmark by Kentucky standards for English is 18, math is 19 and reading is 20. These
scores also allow you to be considered college ready by the state of Kentucky and will prevent you from
having to take a remedial course at state post-secondary schools. Knowing the number you need
correct will allow you to determine the time to spend on the questions which is outlined in the second
component of the plan.
The second component of the plan is to develop a strategy for reaching the score you desire. Let’s start
with English. Follow the steps below to get started:
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Go to your ILP on Career Cruiser.
Click on “assessment results”
Click on “standardized tests”
Look at your scale sub-scores
For English, this PLAN test shows that the weakest area is Usage/Mechanics where the scale sub-score
shows 8 correct out of possible 16; compared to rhetorical skills being 11 out of possible 16.
Pretending these scores are yours for illustration sake - if you want to make benchmark in English which
is an 18 then you know according to the benchmark or better chart you must get 42 to 44 questions out
of 75 correct to achieve a benchmark score of 18. Since the subscale scores shows you higher in
Rhetorical skills you need to know how many questions are in that category. They are as follows:
Rhetorical Skills
 12 questions: Strategy 16%- develop a given topic by choosing expressions appropriate to an essay’s
audience and purpose; judging the effect of adding , revising, or deleting supporting material; and
judging the relevance of statements in context.
 11 questions: Organization 15%- organizes ideas and chooses effective opening, transitional, and
closing statements.
 12 questions: Style 16%- select precise and appropriate words and images, maintain the level of style
and tone in an essay, manage sentence elements for rhetorical effectiveness, avoid ambiguous pronoun
references, wordiness, and redundancy.
Since you scored 11 out of 16 (68%) correct on the PLAN (circled with an arrow pointing to the number),
you can “assume” you will have the same pattern on the ACT. In this case, there are 35 questions in the
rhetorical category. If you scored 68% correct as you did on the PLAN, then you would get 23 correct
(rounded down) on the ACT. That means you need to feel confident in getting a minimum of 19 answers
correct out of a possible 40 on the usage/mechanics section. This is where the second component of
the plan really takes strategic action toward preparing for the ACT. If you know you need to get 19
correct within usage/mechanics then you must clearly understand what type of questions to study
within usage/mechanics. The notes below break down each component of usage/mechanics:
Usage/mechanics
 10 questions: Punctuation 13%- internal and end-of-sentence punctuation, emphasis on the
relationship of punctuation to meaning (avoiding ambiguity, indicating appositives).
 12 questions: Grammar and Usage 16%- subject/verb agreement, pronoun/antecedent agreement,
agreement between modifiers and word modified, verb formation, pronoun case, formation of
comparative and superlative adjectives and adverbs, idiomatic usage
 18 questions: Sentence Structure 24%- understanding the relationship among clauses, placement of
modifiers, and shifts in construction.
Instead of studying harder for “English” in general, you can study “smarter” by focusing only on the
questions that you really need help with to better position yourself toward getting the goal number you
have of questions correct.
Let’s begin, since you need to get 19 correct on usage/mechanics, let’s look at the subsections and
determine where to begin studying. There are three possibilities being punctuation, grammar and
sentence structure. Let’s pretend you feel most confident with sentence structure which contains 18
questions. Your goal should be to become confident enough to know you can get 70% correct out of the
18 questions (13 rounded up). Here are some sample questions to illustrate what they will look like on
the actual ACT:
Sub-Topic: Understanding the relationship among Subordinate or dependent clauses:
a. “These hamsters are excellent pets because providing hours of cheap entertainment.”
This sentence could be rewritten as:
“These hamsters are excellent pets providing hours of cheap entertainment.”
This sentence could also be revised as:
“These hamsters are excellent pets because they provide hours of cheap
entertainment.”
Sample Questions for subordinate or dependent clauses:
Passage 1
Every year my high school hosts international exchange students, those teenagers join our
senior class. Each student usually lives with the family of one of the seniors. I can recall students from
Costa Rica, Italy, Norway, and Nigeria. Last year, one of our school’s exchange students being Ligia
Antolinez, who came from Bucaramanga, Columbia. I was a junior then. I wasn’t in any of Ligia’s classes
and didn’t know her, but I saw her at school events, which are sometimes supported financially by local
businesses.
1. A.
B.
C.
D.
Question
NO CHANGE
students, he or she is invited to
students who
students they
Answer with explanation
The best answer is C because it correctly uses the
relative pronoun who to introduce the clause that
modifies students-“who join our senior class.”
Who also functions as the subject of the clause.
The best answer is NOT:
A. Because it creates a comma splice (two or more
complete sentences separated only by a comma).
The phrase “those teenagers” is the subject of the
second complete sentence.
B. Because it, too, produces a comma splice. In
addition, it creates grammatical disagreement
between the plural students and the singular he or
she.
D. Because it creates a run-on, or fused, sentence.
There is no punctuation or conjunction
(connecting word) between the two statements.
Finally, here are some general tips:
 Usage/Mechanics questions ALWAYS refer to an underlined portion of the essay. This will
help you save time knowing what type of question you will be answering.
 When in doubt take it out
o If it is too wordy
o Too many periods or commas
 Example question:
 Watch out for overcorrected answers and answers that cause other problems
 Example question:
 Trick Words:
o Know the difference between:
o There vs. Their
o Your versus you’re
o Its versus It’s
o Who versus Whom
 Example question:
 Trap Words:
o Quantity or Amount
o Fewer or Less (does not use a number amount)
o Quantity and fewer CAN be counted or assigned a number. Amount and less CANNOT
be counted.
 Still Do Not Know:
o If you must guess choose the shortest answer. 1/3 of the time it is correct.
Mathematics:
You can do it! I want you to reach benchmark and that is why I am providing you with this sample
mathematics test created by ACT that will provide you questions reflecting the math that is tested:
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Pre-Algebra – 14 questions: operations using whole numbers, fractions, decimals and integers;
numbers raised to positive integer powers and square roots of numbers; ratio, proportion, and
percent; multiples and factors of integers; absolute value; ordering numbers from least to
greatest or vice versa,; simple linear equations with one variable; simple probability and
counting the number of ways something can happen; representing and interpreting data in
charts, tables, and graphs; and simple descriptive statistics like mean, median and mode.
Elementary Algebra – 10 questions: using variables to express relationships, substituting the
value of a variable in an expression, performing basic operations on polynomials, factoring
polynomials, solving simple quadratic equations, solving linear inequalities with one variable and
applying properties of integer exponents and square roots.
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Intermediate Algebra – 9 questions: quadratic formula, radical and rational expressions,
inequalities and absolute value equations, sequences, systems of equations, quadratic
inequalities, functions, matrices, roots of polynomials, and complex numbers.
Coordinate Geometry – 9 questions: questions that deal with the real number line and the
standard (x, y) coordinate plane. Number line graphs, graphs of points, lines, polynomials,
circles, and other curves in the standard (x, y) coordinate plane. Also covers relationships
between equations and graphs, slope, parallel and perpendicular lines, distance, midpoints,
transformations and conics.
Plane Geometry - 14 questions: Properties and relations of plane figures; angles, parallel and
perpendicular lines; translations, rotations, and reflections; proof techniques; simple threedimensional geometry; and measurement concepts like perimeter, area, and volume.
Trigonometry – 4 questions: Questions cover the trigonometric ratios defined for right
triangles; the values, properties and graphs of the trigonometric functions; trigonometric
identities; trigonometric equations; and modeling with trigonometric functions.
Remember, there are 60 math questions on the test. You need to answer 30 correct to reach
benchmark and I know you can do it! ACT says you must put in at least 10 hours to make a difference
so I am counting on you to put in at least five hours at home. If you put in the effort, you can achieve
benchmark or better!
Take this sample test. The following questions (1-6) are basic math questions that are simple and
straightforward. In other words you don’t have to create a problem from reading it is already set up for
you.
1. (Pre-algebra): What is 4% of 1,100?
a. 4
b. 4.4
c. 40
d. 44
e. 440
2. (Elementary algebra): For all x, (x+4)(x-5)=?
a. X2-20
b. X2-x-20
c. 2x-1
d. 2x2-x+20
3. (Intermediate algebra): If x + y = 1, and x – y = 1, then y = ?
a. -1
b. 0
c. ½
d. 1
e. 2
4. (Coordinate Geometry): What is the slope of the line containing the points (-2, 7) and (3,-3)?
a. 4
b. ¼
c. 0
d. -1/2
e. -2
5. (Plane Geometry): If the measure of an angle is 37 ½ 0, what is the measure of its supplement,
shown in the figure below?
a. 52 1/20
b. 62 1/20
c. 127 1/20
d. 142 1/20
e. Cannot be determined from the given information
6. (Basic Trigonometry)What is the sine of /_ A in the triangle below?
a. 0.30
b. 0.50
c. 0.60
d. 0.75
e. 0.80
The following are problems in a setting – often called “word problems” or “story problems”. They
typically reflect everyday life. In these types of problems you have to set up the problem as compared
to questions 1-6 which are already set up for you.
7. (Pre-Algebra in a setting): What is the total cost of 2.5 pounds of bananas at $0.34 per pound
and 2.5 pounds of tomatoes at $0.66 per pound?
a. $1.00
b. $2.40
c. $2.50
d. $3.50
e. $5.00
8. (Elementary Algebra in a setting): the relationship between temperature expressed in degrees
Fahrenheit (F) and degrees Celsius (C) is given by the formula: F = 9/5C + 32 If temperature is
14 degrees Fahrenheit, what is it in degrees Celsius?
a. -100
b. -120
c. -140
d. -160
e. -180
9. (Intermediate Algebra in a setting): Amy drove the 200 miles to New Orleans at an average
speed 10 miles per hour faster than her usual average speed. If she completed the trip in 1 hour
less than usual, what is her usual driving speed, in miles per hour?
a. 20
b. 30
c. 40
d. 50
e. 60
10. (Coordinate geometry in a setting): A map is laid out in the standard (x,y) coordinate plane.
How long, in units, is an airplane’s path on the map as the airplane flies along a straight line
from City A located at (20, 14) to City B located at (5, 10)?
a. √1,201
b. √241
c. √209
d. 7
e. √19
11. (Geometry in a setting): A person 2 meters tall casts a shadow 3 meters long. At the same time,
a telephone pole casts a shadow 12 meters long. How many meters tall is the pole?
a. 4
b. 6
c. 8
d. 11
e. 18
12. (Trigonometry in a setting): The hiking path to the top of a mountain makes, at the steepest
place, an angle of 200 with the horizontal, and it maintains this constant slope for 500 meters, as
illustrated below. Which of the following is the closest approximation to the change in
elevation, in meters, over this 500-meter section?
(Note: you may use the following values,
0
which are correct to 2 decimal places: cos 20 ≈ .94; sin 200 ≈ .34; tan 200 ≈ .36)
a. 20
b. 170
c. 180
d. 250
e. 470
Challenging Problems: The ACT emphasis your ability to reason. The following problems are designed
to test your understanding of mathematical concepts and your ability to pull together what you have
learned in your math classes. These can be problems that you usually do not see in a specific math class
that you are currently taking.
13. (Pre-algebra): If 537102 were calculated, it would have 279 digits. What would the digit farthest
to the right be (the ones digit)?
a. 1
14.
15.
16.
17.
18.
b. 3
c. 4
d. 7
e. 9
(Elementary algebra): If a < -1, which of the following best describes a general relationship
between a3 and a2?
a. a3 > a2
b. a3 < a2
c. a3 = a2
d. a3 = -a2
e. a3 = 1/a2
(Intermediate algebra): If (4/5)n =√(5/4)3, then n = ?
a. -3/2
b. -1
c. -2/3
d. 2/3
e. 3/2
(Coordinate geometry): In the standard (x,y) coordinate plane, the triangle with vertices at
(0,0), (0,k), and (2,m), where m is constant, changes shape as k changes. What happens to the
triangle’s area, expressed in square coordinate units, as k increases starting from 2?
a. The area increases as k increases.
b. The area decreases as k increases.
c. The area always equals 2.
d. The area always equals m.
e. The area always equals 2m
(Geometry): In the figure below, AB ≈ AC and BC is 10 units long. What is the area, in square
inches, of ABC?
a. 12.5
b. 25
c. 25/2
d. 50
e. Cannot be determined from the given information
(Pre-algebra): A bag of pennies could be divided among 6 children, or 7 children, or 8 children,
with each getting the same number, and with a 1 penny left over in each case. What is the
smallest number of pennies that could be in the bag?
a. 22
b. 43
c. 57
d. 169
e. 337
19. (Elementary algebra): There are n students in a class. If, among those students, p% play at least
1 musical instrument, which of the following general expressions represents the number of
students who play NO musical instrument?
a. np
b. .01np
c. (100-p)n/100
d. (1-p)n/.01
e. 100(1-p)n
20. (Coordinate geometry): Starting at her doorstep, Ramona walked down the sidewalk at 1.5 feet
per second for 4 seconds. Then she stopped for 4 seconds, realizing she had forgotten
something. Next she returned to her doorstep along the same route at 1.5 feet per second.
The graph of Ramona’s distance (d) from her doorstep is a function of time (t) would most
resemble the following:
21. An object detected on radar is 5 miles to the east, 4 miles to the north, and 1 mile above the
tracking station. Among the following, which is the closest approximation to the distance, in
miles, that the object is from the tracking station?
a. 6.5
b. 7.2
c. 8.3
d. 9.0
e. 10.0
The following are question sets. The questions will relate to the same information from a paragraph and
a graph. There are usually two question sets on the Mathematics Test, with two to four questions in
each set.
Using the following information, answer questions 22-24:
At both Quick Car Rental and Speedy Car Rental, the cost, in dollars, of renting a full size car depends on
a fixed daily rental fee and a fixed charge per mile that the car is driven. However, the daily rental fee
and the charge per mile are not the same for the 2 companies. In the graph below, line Q represents the
total cost for Quick Car Rental and line’s represents the total cost for Speedy Car Rental.
22. Robert plans to rent a full-size car for 1 day and drive only 50 miles. If his only consideration is
to incur the least cost, which company should he choose?
a. Quick Car Rental, because the cost is $5.00 less.
b. Quick Car Rental, because the cost is $15.00 less.
c. Either company, because the costs are equal.
d. Speedy Car Rental, because the cost is $5.00 less.
e. Speedy Car Rental, because the cost is $15.00 less.
23. If you rent a full-size car from Quick Car Rental for 1 day, how much more would the total rental
cost be if you drove the car 78 miles than if you drove it 77 miles?
a. $0.10
b. $0.15
c. $0.20
d. $0.40
e. $0.55
24. What would be the total cost of renting a full-size car from the Speedy Car Rental for 1 day and
driving the car 150 miles?
a. $60
b. $75
c. $85
d. $90
e. $120
Math tips:
 The questions in the math section are NOT in order. Do the easy questions first.
 Eliminate the odd ball answers or misfits if there is only one negative then it is incorrect.
 Diagrams ARE drawn to scale! Although the test says they are not.
 Choose your own numbers – plug in your own numbers for variables and percents. Work
backward “back solving” this is a Kaplan strategy you can use the answers to fill in the
variable.
 Do not begin with c if asking for smallest answer choice, start with A.
 Use your calculator, know what the question is asking do the simple calculations in your head
first. Take your time inputting. Have the formulas in the calculator.
 Change percents to algebra: “What” means X, “Is” means = and “of” is always between the
two numbers to multiply.
•
Example Question:
•
If 50% of X is 150, what is 2% of X?
•
A: 3
•
B: 6
•
C: 9
•
D: 12
•
E: 24
The answer is 6
Reading:
Overall, there really are no secret techniques or tips to help you score high on the reading portion of the
ACT. You must be able to apply reading comprehension skills that are developed over time. Those skills
are not just learned in your English classes; they are learned and applied in ever day life regardless of
what you are reading. However, with good background knowledge of what to expect on the reading
test, you can develop you’re reading skills to better prepare you.
The reading test is made up from content based on prose fiction, social science, humanities and natural
science. Each passage will have ten questions that you will need to answer. There are numbers along
the left hand side of each passage that can help you identify specific sections that may be required by
certain questions.
Let’s take a closer look at each type of passage:
Prose fiction: Always a fictional passage that usually comes from exerts from novels or short stories.
While reading a prose fiction passage you should “think aloud” the following in your mind:
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
“What is happening to the character over the course of the passage?”
“What is the tone of the passage, of the character…does it or the character change?”
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“What is the mood of the passage/character…does it change?”
Social Science: Passages can cover subjects from economics to politics. Basically, anything that deals
with societal topics. There are some strategies you can apply to be more successful:
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Annotate as you read – underline, circle, etc… key names, dates, concepts, cause effect and
chronological relationships.
Try to understand the authors view or stance to apply to a question.
Humanities: Usually covers cultural matters that revolve around art and literature. This type of passage
will deal with both historical or contemporary figures and events. Like a social science passage, there
will be a lot of specific information. The difference comes from the point of emphasis where Humanities
focuses on an artistic or literary significance.
Like social science, it is good to annotate and focus on the writers slant or bias.
Natural Science: Scientific topics will always be dealt with in the natural science passages. The writing
will present scientific arguments or experiments and explain the reasoning behind them and their
significance. The key to natural science passages is to really look for cause-effect relationships and
comparisons.
To practice specific reading strategies for each of the passages mentioned, log on to:
www.sparknotes.com and take the practice reading test.
A final note:
There is no “secret” for scoring well on the ACT it comes down to one crucial thing: studying. If you are
willing to study with a purpose (knowing what areas you need the most help with) and put in at least 10
hours in (over a two to three week period) then you can improve you ACT scores and/or make
benchmark.
One of the absolute best tools to use is www.cert.eprep.com which is provided for free by WHHS and
FCHS. Students have shown to make very good gains but utilizing this tool. If you need information on
how to log on please contact your high school counselors.