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GMAT™ Of icial Guide Quantitative Review 2024–2025

Copyright © 2024 by the Graduate Management Admission Council™. All rights reserved.
Published by John Wiley & Sons, Inc., Hoboken, New Jersey.
No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means,
electronic, mechanical, photocopying, recording, scanning or otherwise, except as permitted under Sections 107 or 108 of
the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through
payment of the appropriate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, (978)
750-8400, fax (978) 646-8600, or on the Web at www.copyright.com. Requests to the Publisher for permission should be
addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748-6011,
fax (201) 748-6008, or online at http://www.wiley.com/go/permissions.
The publisher and the author make no representations or warranties with respect to the accuracy or completeness of the
contents of this work and speci ically disclaim all warranties, including without limitation warranties of itness for a
particular purpose. No warranty may be created or extended by sales or promotional materials. The advice and strategies
contained herein may not be suitable for every situation. This work is sold with the understanding that the publisher is not
engaged in rendering legal, accounting, or other professional services. If professional assistance is required, the services of
a competent professional person should be sought. Neither the publisher nor the author shall be liable for damages arising
here from. The fact that an organization or Web site is referred to in this work as a citation and/or a potential source of
further information does not mean that the author or the publisher endorses the information the organization or Web site
may provide or recommendations it may make. Further, readers should be aware that Internet Web sites listed in this work
may have changed or disappeared between when this work was written and when it is read.
Trademarks: Wiley, the Wiley Publishing logo, and related trademarks are trademarks or registered trademarks of John
Wiley & Sons, Inc. and/or its af iliates. The GMAT logo, GMAC™, GMASS™, GMAT™, Graduate Management Admission
Council™, and Graduate Management Admission Test™ are trademarks of GMAC in the United States and other countries. All
other trademarks are the property of their respective owners. Wiley Publishing, Inc. is not associated with any product or
vendor mentioned in this book.
For general information on our other products and services or to obtain technical support please contact our Customer Care
Department within the U.S. at (877) 762-2974, outside the U.S. at (317) 572-3993 or fax (317) 572-4002.
Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in
electronic books. For more information about Wiley products, please visit our Web site at www.wiley.com.
ISBN 978-1-394-26003-4 (pbk); ISBN 978-1-394-26007-2 (ePub)

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Table of Contents
Cover
Title Page
Copyright
Table of Contents
Letter from the President and CEO, GMAC™
1.0 What Is the GMAT™ Exam?
1.1 What Is the GMAT™ Exam?
1.2 Why Take the GMAT™ Exam?
1.3 GMAT™ Exam Format
1.4 What Is the Testing Experience Like?
1.5 What Is the Exam Content Like?
1.6 Quantitative Reasoning Section
1.7 How Are Scores Calculated?
2.0 How to Prepare
2.1 How Should I Prepare for the GMAT™ Exam?
2.2 Getting Ready for Exam Day
2.3 How to Use the GMAT™ Of icial Guide Quantitative Review 2024–2025
2.4 How to Use Other GMAT™ Of icial Prep Products
2.5 Tips for Taking the Exam
2.6 Quantitative Reasoning Section Strategies
3.0 Math Review
3.0 Math Review
3.1 Value, Order, and Factors
3.2 Algebra, Equalities, and Inequalities
3.3 Rates, Ratios, and Percents
3.4 Statistics, Sets, Counting, Probability, Estimation, and Series
3.5 Reference Sheets
4.0 Quantitative Reasoning
4.0 Quantitative Reasoning
4.1 Tips for Answering Quantitative Reasoning Questions
4.2 Practice Questions
4.3 Answer Key
4.4 Answer Explanations
5.0 GMAT™ Of icial Guide Quantitative Review Question Index
5.0 GMAT™ Of icial Guide Quantitative Review Question Index
Appendix A Answer Sheet
Quantitative Reasoning Answer Sheet
Online Question Bank Information
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End User License Agreement

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Dear GMAT™ Test Taker,

Thank you for your interest in graduate management education. Today more than 7,700 graduate
programs around the world use the GMAT exam to establish their MBA, business master’s, and
other graduate-level management degree programs as hallmarks of excellence. Seven out of ten
candidates apply to business school with their GMAT exam score.*
By using the GMAT™ Of icial Guide to prepare for the GMAT exam, you’re taking a very important
step toward achieving your goals and pursuing admission to the MBA or business master’s
program that is the best it for you.
The GMAT™ Of icial Guide Quantitative Review 2024–2025 is designed to help you prepare for and
build con idence to do your best on exam day. It’s the only guide that features real GMAT questions
published by the Graduate Management Admission Council (GMAC™), the makers of the GMAT
exam. This guide and the other print and digital GMAT™ Of icial Prep products available at
www.mba.com will give you the con idence to achieve your personal best on the GMAT exam and
launch or reinvigorate a rewarding career.
For 70 years, the GMAT exam has helped candidates like you demonstrate their command of the
skills needed for success in the classroom and showcase to schools their commitment to pursuing
a graduate business degree. Schools use and trust the GMAT exam as part of their admissions
process because it’s a proven predictor of classroom success and your ability to excel in your
chosen program.
The mission of GMAC is to ensure no talent goes undiscovered. We are driven to provide you with
the tools and information you need to guide you through your journey in graduate management
education, continuously improve the GMAT exam, and help you ind and connect with the best- it
schools and programs for you.
We applaud your commitment to educational success and wish you the best on all your future
educational and professional endeavors.
Sincerely,

Joy J. Jones
CEO, Graduate Management Admission Council

*Top 100 Financial Times full-time MBA programs

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GMAT™ Official Guide Quantitative

Review 2024–2025

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1.0 What Is the GMAT™ Exam?

1.1 What Is the GMAT™ Exam?
The Graduate Management Admission Test™ (GMAT™) is used in admissions decisions by more
than 7,700 graduate management programs at over 2,400 business schools worldwide. Unlike
undergraduate grades and courses, whose meanings vary across regions and institutions, your
GMAT scores are a standardized, statistically valid, and reliable measure for both you and these
schools to predict your future performance and success in core courses of graduate-level
management programs.
Hundreds of studies across hundreds of schools have demonstrated the validity of GMAT scores as
being an accurate indicator of business school success. Together, these studies have shown that
performance on the GMAT predicts success in business school even better than undergraduate
grades.
The exam tests you on skills expected by management faculty and admission professionals for
incoming graduate students. These skills include problem-solving, data analysis, and critical
thinking, which all require complex judgments and are tested in the three sections of the GMAT
exam: Quantitative Reasoning, Data Insights, and Verbal Reasoning. These three sections feature
content relevant to today’s business challenges and opportunities, ensuring you are prepared for
graduate business school and beyond.
Your GMAT Of icial Score is meant to be an objective, numeric measure of your ability and potential
for success. Business schools will use it as part of their holistic admissions processes, which may
also consider recommendation letters, essays, interviews, work experiences, and other signs of
social and emotional intelligence, as well as leadership. Even if your program does not require a
GMAT score, you can stand out from the crowd by doing well on the exam to show you are serious
about business school and have the skills to succeed.
The exam is always delivered in English on a computer, either online (such as at home) or at a test
center. The exam tests your ability to apply foundational knowledge in the following areas: algebra
and arithmetic, analyzing and interpreting data, reading and comprehending written material, and
reasoning and evaluating arguments.

Myth -vs- FACT

M – My GMAT score does not predict my success in business school.

F – The GMAT exam measures your critical thinking skills, which you will need in
business school and your career.

1.2 Why Take the GMAT™ Exam?

Taking the exam helps you stand out as an applicant and shows you’re ready for and committed to
a graduate management education. Schools use GMAT scores in choosing the most quali ied
applicants. They know an applicant who has taken the exam is serious about earning a graduate
business degree, and they know the exam scores reliably predict how well applicants can do in
graduate business programs.
No matter how you do on the exam, you should contact schools that interest you to learn more
about them, and to ask how they use GMAT scores and other criteria in admissions decisions.
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School admissions of ices, websites, and publications are key sources of information when you are
researching business schools. Note that schools’ published GMAT scores are averages of the scores
of their admitted students, not minimum scores needed for admission.
While you might aim to get a high or perfect score, such a score is not required to get into top
business school programs around the world. You should try your best to achieve a competitive
score that aligns with the ranges provided by the schools of your choice. Admissions of icers will
use GMAT scores as one factor in admissions decisions along with undergraduate records,
application essays, interviews, letters of recommendation, and other information.
To learn more about the exam, test preparation materials, registration, and how to use your GMAT
Of icial Score in applying to business schools, please visit www.mba.com/gmat.

Myth -vs- FACT

M – If I don’t get a high GMAT score, I won’t get into my top-choice schools.
F – Schools use your GMAT score as a part of their holistic evaluation process.

1.3 GMAT™ Exam Format

The GMAT exam has three separately timed sections (see the table on the following page). The
Quantitative Reasoning section and the Verbal Reasoning section consist of only multiple-choice
questions. The Data Insights section includes multiple-choice questions along with other kinds of
graphical and data analysis questions. Before you start the exam, you can choose any order in
which you will take the three sections. For example, you can choose to start with Verbal Reasoning,
then do Quantitative Reasoning, and end with Data Insights. Or you can choose to do Data Insights
irst, followed by Verbal Reasoning, and then Quantitative Reasoning. You can take one optional
ten-minute break after either the irst or second section.
All three GMAT sections are computer adaptive. This means the test chooses from a large bank of
questions to adjust itself to your ability level, so you will not get many questions that are too hard
or too easy for you. The irst question will be of medium dif iculty. As you answer each question,
the computer uses your answer, along with your responses to earlier questions, to choose the next
question with the right level of dif iculty. Because the computer uses your answers to choose your
next question, you cannot skip questions.
Computer adaptive tests get harder as you answer more questions correctly. But getting a question
that seems easier than the last one doesn’t always mean your last answer was wrong. At the end of
each section, you can review any question(s) and edit up to three answers within the allotted
section time.
Though each test taker gets different questions, the mix of question types is always consistent.
Your score depends on the dif iculty and statistical traits of the questions you answer, as well as on
which of your answers are correct. If you don’t know how to answer a question, try to rule out as
many wrong answer choices as possible. Then pick the answer choice you think is best. By
adapting to each test taker, the exam can accurately and ef iciently gauge a full range of skill levels,
from very high to very low. Many factors may make the questions easier or harder, so don’t waste
time worrying if some questions seem easy.
To make sure every test taker gets equivalent content, the test gives speci ic numbers of questions
of each type. While the test covers the same kinds of questions for everyone, some questions may
seem harder or easier for you because you may be stronger in some questions than in others.

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At the end of the exam, you will see your unof icial score displayed on the screen. A few days after
your exam, you will receive your Of icial Score Report, which includes detailed performance
insights. Once you receive your report, you can select to send your Of icial Score to schools of your
choice.

Format of the GMAT™ Exam

Questions Timing

Quantitative Reasoning 21 45 min.

Problem-Solving

Data Insights 20 45 min.

Data Suf iciency
Multi-Source Reasoning
Table Analysis
Graphics Interpretation
Two-Part Analysis

Verbal Reasoning 23 45 min.

Reading Comprehension
Critical Reasoning

Total Time 135 min.

A ten-minute optional break can be taken after the irst or the second section.
Each section of the GMAT exam contains the following features:
Bookmarking: Mark any questions you are unsure about so you can easily get back to them
after you complete the section. Bookmarking can make the Question Review & Edit process
more ef icient.
Question Review & Edit: Review as many questions as you would like (whether or not
they’re bookmarked) and change or edit up to three answers per section, within the section’s
allotted time.

Myth -vs- FACT

M – Getting an easier question means I answered the previous one wrong.

F – Many factors may make the questions easier or harder, so don’t waste time
worrying if some questions seem easy.

1.4 What Is the Testing Experience Like?

You can take the exam either online (such as at home) or at a test center—whichever you prefer.
You may feel more comfortable at home with the online delivery format. Or you may prefer the
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uninterrupted, structured environment of a test center. It is your choice. Both options have the
same content, structure, features, optional ten-minute break, scores, and score scales.
At the Test Center: Over 700 test centers worldwide administer the GMAT exam under
standardized conditions. Each test center has proctored testing rooms with individual computer
workstations that allow you to take the exam in a peaceful, quiet setting, with some privacy. To
learn more about exam day, visit www.mba.com/gmat.
Online: In available regions, the GMAT exam is delivered online and is proctored remotely, so you
can take it in the comfort of your home or of ice. You will need a quiet workspace with a desktop
or laptop computer that meets minimum system requirements, a webcam, microphone, and a
reliable internet connection. For more information about taking the exam online, visit
www.mba.com/gmat.
Whether you’re taking the GMAT exam online or at a test center, there are several
accommodations available. To learn more about available accommodations for the exam, visit
www.mba.com/accommodations.

1.5 What Is the Exam Content Like?

The GMAT exam measures several types of analytical reasoning skills. The Quantitative Reasoning
section gives you basic arithmetic and algebra problems. The questions present you with a mix of
word or pure math problems. The Data Insights section asks you to use diverse reasoning skills to
solve real-world problems involving data. It also asks you to interpret and combine data from
different sources and in different formats to reach conclusions. The Verbal Reasoning section tests
your ability to read and comprehend written material and to reason through and evaluate
arguments.
The test questions are contextualized in various subject areas, but each question provides you
everything you need to know to answer it correctly. In other words, you do not need detailed
outside knowledge of the subject areas.

1.6 Quantitative Reasoning Section

The GMAT Quantitative Reasoning section measures how well you solve math problems and
interpret graphs. All questions in this section require solving problems using basic arithmetic,
algebra, or both. Some are practical word problems, while others are pure math. Answering these
questions correctly relies on logic, analytical skills, and basic knowledge of algebra and arithmetic
skills. You cannot use a calculator while working on this section.
Chapter 3 of this book, “Math Review,” reviews the basic math you need to know to answer
questions in the Quantitative Reasoning section. Chapter 4, “Quantitative Reasoning,” includes test-
taking tips, as well as practice questions and answer explanations both in this book and in the
Online Question Bank.

1.7 How Are Scores Calculated?

The Quantitative Reasoning, Data Insights, and Verbal Reasoning sections are each scored on a
scale from 60 to 90, in 1-point increments. You will get four scores: a Section Score each for
Quantitative Reasoning, Data Insights, and Verbal Reasoning, along with a Total Score based on
your three section scores. The Total Score ranges from 205 to 805. Your scores depend on:
Which questions you answered correctly.
How many questions you answered.

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Each question’s dif iculty and other statistical characteristics.

There is a penalty for not completing each section of the exam. If you do not inish in the allotted
time, your score will be penalized, re lecting the number of unanswered questions. Your GMAT
exam score will be the best re lection of your performance when all questions are answered
within the time limit.
Immediately after completing the exam, your unof icial scores and percentile for the Quantitative
Reasoning, Data Insights, and Verbal Reasoning, as well as your Total Score, are displayed on-
screen. You are not allowed to record, save, screenshot, or print your unof icial score. You will
receive an email noti ication when your Of icial Score Report is available in your www.mba.com
account.
The following table summarizes the different types of scores and their scale properties.

Score Type Scale Increment

Quantitative Reasoning 60–90 1

Data Insights 60–90 1

Verbal Reasoning 60–90 1

Total 205–805 10

Your GMAT Of icial Scores are valid for ive years from your exam date. Your Total GMAT Score
includes a percentile ranking, which shows the percentage of tests taken with scores lower than
your score.
In addition to reviewing your Total and Section Scores, it’s important to pay attention to your
percentile ranking. Percentile rankings indicate what percentage of test takers you performed
better than. For example, a percentile ranking of 75% means that you performed better than 75%
of other test takers, and 25% of test takers performed better than you. Percentile ranks are
calculated using scores from the most recent ive years. Visit www.mba.com/scores to view the
most recent predicted percentile rankings tables.
To better understand the exam experience and view score reports before exam day, we
recommend taking at least one GMAT of icial practice exam to simulate the test-taking experience
and gauge your potential score. The more practice exams you take, the better prepared you will be
on your actual testing day. Visit www.mba.com/examprep to learn more about the practice
exams offered by GMAC.
To register for the GMAT™ exam, go to www.mba.com/register

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2.0 How to Prepare

2.1 How Should I Prepare for the GMAT™ Exam?
The GMAT™ exam has several unique question formats. We recommend that you familiarize
yourself with the test format and the different question types before you take the test. The key to
prepping for any exam is setting a pace that works for you and your lifestyle. That might be easier
said than done, but the GMAT™ Of icial 6-Week Study Planner does the planning for you! Our
step-by-step planner will help you stick to a schedule, inform your activities, and track your
progress. Go to www.mba.com/examprep to download the planner.
Here are our recommended steps to starting your prep journey with your best foot forward.
1. Study the structure. Use the study plan in our free GMAT™ Of icial Starter Kit to become
familiar with the exam format and structure. The study plan will guide you through each
question type and give you sample questions. This will boost your con idence come test day
when you know what to expect.
2. Understand the question types. Beyond knowing how to answer questions correctly, learn
what each type of question is asking of you. GMAT questions rely on logic and analytical skills,
not underlying subject matter mastery, as detailed in the GMAT™ Of icial Guide 2024–2025
and Online Question Bank.
3. Establish your baseline. Take the GMAT™ Of icial Practice Exam 1 (FREE) to establish your
baseline. It uses the same format and scoring algorithm as the real test, so you can use the
Of icial Score Report to accurately assess your strengths and growth areas.
4. Study the answer explanations. Take advantage of each question you get wrong by studying
the correct answers, so you know how to get it right the next time. GMAT™ Of icial Practice
Questions provide detailed answer explanations for hundreds of real GMAT questions. This
will help you understand why you got a question right or wrong.
5. Simulate the test-taking experience. Take the GMAT™ Of icial Practice Exams. All GMAT™
Of icial Practice Exams use the same algorithm, scoring, and timing as the real exam, so take
them with test-day-like conditions (e.g., quiet space, use the tools allowed on test day) for the
truest prep experience.
Remember, the exam is timed, so learning to pace yourself and understanding the question
formats and the skills you need can be a stepping stone to achieving your desired score. The timed
practice in the Online Question Bank can help you prepare for this. The time management
performance chart provided in practice exam score reports can also help you practice your pacing.
Because the exam assesses reasoning rather than knowledge, memorizing facts probably won’t
help you. You don’t need to study advanced math, but you should know basic arithmetic and
algebra. Likewise, you don’t need to study advanced vocabulary words, but you should know
English well enough to understand writing at an undergraduate level.

“The GMAT is not a math test. ‘Textbook’ math will work—but you’ll take longer than
you need to. Approach the GMAT from a business mindset: What’s the least-effort path
to a legitimate answer? Estimate, logic it out, test real numbers—whatever works for
each problem.”
—A test instructor from Manhattan Prep Powered By Kaplan

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2.2 Getting Ready for Exam Day

Whether you take the exam online or in a test center, knowing what to expect will help you feel
con ident and succeed. To understand which exam delivery is right for you, visit
www.mba.com/plan-for-exam-day.
Our Top Exam Day Strategies:
1. Get a good night’s sleep the night before.
2. Pacing is key. Consult your on-screen timer periodically to avoid having to rush through
sections.
3. Read each question carefully to fully understand what is being asked.
4. Don’t waste time trying to solve a problem you recognize as too dif icult or time-consuming.
Instead, eliminate answers you know are wrong and select the best from the remaining
choices.
5. Leverage the bookmarking tool to make your question review and edit process more ef icient.

“Don’t take a ‘brute force’ approach to GMAT questions—think strategically instead.”

—A test instructor from GMAT Genius

“Compile summarized notes that can be reviewed on the morning of the test. Awareness
of the key points and types of mistakes will boost your scores.”
—A test instructor from LEADERSMBA

Myth -vs- FACT

M – You need advanced math skills to get a high GMAT score.

F – The exam measures your reasoning ability rather than your advanced math
skills.

2.3 How to Use the GMAT™ Official Guide Quantitative Review 2024–
2025
The GMAT™ Of icial Guide series is the largest of icial source of actual GMAT questions. You can
use this series of books and the included Online Question Bank to practice answering the different
types of questions. The GMAT™ Of icial Guide Quantitative Review is designed for those who have
completed the Quantitative Reasoning questions in the GMAT™ Of icial Guide 2024–2025 and are
looking for additional practice questions, as well as those who are interested in practicing only
Quantitative Reasoning questions. Questions of each type are organized by dif iculty level of easy,
medium, and hard. Your rate of accuracy in each category might differ from what you expect. You
might be able to answer the “hard” questions easily, while the “easy” ones are challenging. This is
common and is not an indicator of exam performance. The questions in this book are not adaptive
based on your performance but are meant to serve as exposure to the range of question types and
formats you might encounter on the exam. Also, the proportions of questions about different

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content areas in this book don’t re lect the proportions in the actual exam. To ind questions of a
speci ic type and dif iculty level (for example, easy arithmetic questions), use the index of
questions in Chapter 5.
We recommend the steps below for how to best use this book:
1. Start with the review chapters to gain an overview of the required concepts.

“Building a strong foundation is crucial to achieve a high score. If you struggle with
fundamental questions, your progress on more advanced questions will be
hindered.”
—A test instructor from XY Education

2. Go through the practice questions in this book. Once you’ve familiarized yourself with the
concepts and question types, use the Online Question Bank to further customize your practice
by choosing your preferred level of dif iculty, category of concepts, or question types.

“The Of icial Guide offers in-depth answer explanations. After completing a

question, reviewing it alongside the explanation helps you gain a deeper
understanding of the question’s key concepts and solution strategies. On the result
interface of the online question bank, it serves a dual purpose: on one hand, it
encourages us to review incorrect answers; on the other hand, it provides detailed
insights into the time spent on each question, aiding in optimizing our pace during
exercises.”
—A test instructor from JiangjiangGMAT

3. Use the Online Question Bank to continue practicing based on your progress. To better
customize and enhance your practice, use the Online Question Bank to:
a. Review and retry practice questions to improve performance by using the untimed or
timed features along with a study mode or an exam mode.
b. Analyze key performance metrics to help assess focus area and track improvement.
c. Use lashcards to master key concepts.

“The biggest mistake students make is completing too many new problems.
Completing problems doesn’t move your score! Learning from problems does. Keep
a list of questions you want to go back to and redo. Redo at least three of these
questions every time you study. This book is one of the most important resources
you can use to create the future you want. Make sure you understand every
question you complete extremely well. You should be able to explain every problem
you complete to someone who is new to the exam. Don’t focus on simply ‘getting
through’ the book. That mindset will work against you and your dreams.”
—A test instructor from The GMAT Strategy

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TIP

Since the exam is given on a computer, we suggest you practice the questions in this book
using the Online Question Bank accessed via www.mba.com/my-account. It includes all the
questions in this book, and it lets you create practice sets—both timed and untimed—and
track your progress more easily. The Online Question Bank is also available on your mobile
device through the GMAT™ Of icial Practice mobile app. To access the Online Question Bank
on your mobile device, irst create an account at www.mba.com, and then sign into your
account on the mobile app.

2.4 How to Use Other GMAT™ Official Prep Products

We recommend using our other GMAT™ Of icial Prep products along with this guidebook.
For a realistic simulation of the exam: GMAT™ Of icial Practice Exams 1–6 are the only
practice exams that use real exam questions along with the scoring algorithm and user
interface from the actual exam. The irst two practice exams are free to all test takers at
www.mba.com/gmatprep.
For more practice questions: GMAT™ Of icial Guide Data Insights Review 2024–2025 and
GMAT™ Of icial Guide Verbal Review 2024–2025 offer over 200 additional practice questions
not included in this book.
For focused practice: GMAT™ Of icial Practice Questions for Quantitative, Data Insights, and
Verbal products offer 100+ questions that are not included in the Of icial Guide series.

“Build teaching-level depth; don’t just inish content mindlessly. Even if you solve
thousands of questions on a shaky foundation, you will remain stuck on a really low
accuracy.”
—A test instructor from Top One Percent

2.5 Tips for Taking the Exam

Tips for answering questions of the different types are given later in this book. Here are some
general tips to help you do your best on the test.
1. Before the actual exam, decide in what order to take the sections.
The exam lets you choose in which order you’ll take the sections. Use the GMAT™ Of icial
Practice Exams to practice and ind your preferred order. No order is “wrong.” Some test
takers prefer to complete the section that challenges them the most irst, while others prefer
to ease into the exam by starting with a section that they’re stronger in. Practice each order
and see which one works best for you.
2. Try the practice questions and practice exams.
Timing yourself as you answer the practice questions and taking the practice exams can give
you a sense of how long you will have for each question on the actual test, and whether you
are answering them fast enough to inish in time.

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TIP

After you’ve learned about all the question types, use the practice questions in this book
and practice them online at www.mba.com/my-account to prepare for the actual test.

3. Review all test directions ahead of time.

The directions explain exactly what you need to do to answer questions of each type. You can
review the directions in the GMAT™ Of icial Practice Exams ahead of time so that you don’t
miss anything you need to know to answer properly. To review directions during the test, you
can click on the Help icon. But note that your time spent reviewing directions counts against
your available time for that section of the test.
4. Study each question carefully.
Before you answer a question, understand exactly what it is asking, then pick the best answer
choice. Never skim a question. Skimming may make you miss important details or nuances.
5. Use your time wisely.
Although the exam stresses accuracy over speed, you should use your time wisely. On average,
you have just about 2 minutes and 9 seconds per Quantitative Reasoning question; 2 minutes
and 15 seconds per Data Insights question; and under 2 minutes per Verbal Reasoning
question. Once you start the test, an on-screen clock shows how much time you have left. You
can hide this display if you want, but by checking the clock periodically, you can make sure to
inish in time.
6. Do not spend too much time on any one question.
If inding the right answer is taking too long, try to rule out answer choices you know are
wrong. Then pick the best of the remaining choices and move on to the next question.
Not inishing sections or randomly guessing answers can lower your score signi icantly. As
long as you’ve worked on each section, you will get a score even if you didn’t inish one or
more sections in time. You don’t earn points for questions you never get to see.
Pacing is important. If a question stumps you, pick the answer choice that seems best and
move on. If you guess wrong, the computer will likely give you an easier question, which
you’re more likely to answer correctly. Soon the computer will return to giving you questions
matched to your ability. You can bookmark questions you get stuck on, then return to change
up to three of your answers if you still have time left at the end of the section. But if you don’t
inish the section, your score will be reduced.
7. Con irm your answers ONLY when you are ready to move on.
In the GMAT Quantitative Reasoning, Data Insights, and Verbal Reasoning sections, once you
choose your answer to a question, you are asked to con irm it. As soon as you con irm your
response, the next question appears. You can’t skip questions. In the Data Insights and Verbal
Reasoning sections, several questions based on the same prompt may appear at once. When
more than one question is on a single screen, you can change your answers to any questions
on that screen before moving on to the next screen. But until you’ve reached the end of the
section, you can’t navigate back to a previous screen to change any answers.

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Myth -vs- FACT

M – Avoiding wrong answers is more important than inishing the test.

F – Not inishing can lower your score a lot.

Myth -vs- FACT

M – The irst ten questions are critical, so you should spend the most time on them.
F – All questions impact your score.

2.6 Quantitative Reasoning Section Strategies

Utilize the strategies below to better prepare for the exam. Creating a solid study plan and
selecting the right prep materials are two key elements of getting accepted into your top business
schools. But knowing how to strategically approach the exam is another crucial factor that can
increase your con idence going into test day and help you perform your best.

“Don’t just read explanations. Review your notes and learn from your mistakes.”
—A test instructor from Admit Master

Problem-Solving Questions
Familiarize yourself with the rules and concepts of arithmetic and algebra.
For questions that require approximations, skim answer choices irst. If you are unable to get
some idea of how close the approximation should be, you may waste time on long
computations when a short mental process would serve you better.
Take advantage of your whiteboard or note board. Solving problems in writing may help you
avoid errors. Make sure you understand how the whiteboard will work on test day. If you are
taking the exam online, you also have the option to use an online whiteboard tool—make sure
you understand how the online whiteboard works and practice using it before test day.

To register for the GMAT™ exam, go to www.mba.com/register

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3.0 Math Review

3.0 Math Review
This chapter reviews the math you need to answer GMAT™ Quantitative Reasoning questions. This
is only a brief overview. If you ind unfamiliar terms, consult other resources to learn more.
Unlike some math problems you may have solved in school, GMAT math questions ask you to
apply your math knowledge. For example, rather than asking you to list a number’s prime factors
to show you understand prime factorization, a GMAT question may ask you to use prime
factorization and exponents to simplify an algebraic expression with a radical.
To prepare for the GMAT Quantitative Reasoning section, irst review basic math to make sure you
know enough to answer the questions. Then practice with GMAT questions from past exams.
Section 3.1, “Value, Order, and Factors,” includes:
1. Numbers and the Number Line
2. Factors, Multiples, Divisibility, and Remainders
3. Exponents
4. Decimals and Place Value
5. Properties of Operations
Section 3.2, “Algebra, Equalities, and Inequalities,” includes:
1. Algebraic Expressions and Equations
2. Linear Equations
3. Factoring and Quadratic Equations
4. Inequalities
5. Functions
6. Graphing
7. Formulas and Measurement Conversion
Section 3.3, “Rates, Ratios, and Percents,” includes:
1. Ratio and Proportion
2. Fractions
3. Percents
4. Converting Decimals, Fractions, and Percents
5. Working with Decimals, Fractions, and Percents
6. Rate, Work, and Mixture Problems
Section 3.4, “Statistics, Sets, Counting, Probability, Estimation, and Series,” includes:
1. Statistics
2. Sets
3. Counting Methods

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4. Probability
5. Estimation
6. Sequences and Series
Section 3.5, “Reference Sheets”

3.1 Value, Order, and Factors

1. Numbers and the Number Line
A. All real numbers match points on the number line, and all points on the number line
represent real numbers.
The igure below shows the number line with labeled points standing for the real numbers
, 0.2, and .

The Number Line

B. On a number line, points to the left of zero stand for negative numbers, and points to the
right of zero stand for positive numbers. Every real number except zero is either positive or
negative.
C. On the number line, each number is less than any number to its right. So, as the igure above
shows, , and .

D. If a number n is between 1 and 4 on the number line, then and ; that is, .
If n is “between 1 and 4, inclusive,” then .
E. The absolute value of a real number x, written as , is x if and −x if x < 0. A number’s
absolute value is the distance between that number and zero on the number line. Thus, −3
and 3 have the same absolute value, since each is three units from zero on the number line.
The absolute value of any nonzero number is positive.

Examples:
and

For any real numbers x and

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Example:
If and , then .
If and , then .

2. Factors, Multiples, Divisibility, and Remainders

A. An integer is any number in the set {… −3, −2, −1, 0, 1, 2, 3, …}. For any integer n, the numbers
in the set {n, n + 1, n + 2, n + 3, …} are consecutive integers.
B. For integers x and y, if x ≠ 0, x is a divisor or factor of y if y = xn for some integer n. Then y is
divisible by x and is a multiple of x.

Example:
Since 28 = (7)(4), both 4 and 7 are divisors or factors of 28.
But 8 isn’t a divisor or factor of 28, since n isn’t an integer if 28 = 8n.

C. Dividing a positive integer y by a positive integer x, and then rounding down to the nearest
nonnegative integer, gives the quotient of the division.
To ind the remainder of the division, multiply x by the quotient, then subtract the result from
y. The quotient and the remainder are the unique positive integers q and r, respectively, such
that y = xq + r and 0 ≤ r < x.

Example:
When 28 is divided by 8, the quotient is 3 and the remainder is 4, because 28 = (8)(3) +
4.

The remainder r is 0 if and only if y is divisible by x. Then x is a divisor of y, and y is a multiple

of x.

Example:
Since 32 divided by 8 has a remainder of 0, 32 is divisible by 8. So, 8 is a divisor of 32,
and 32 is a multiple of 8.

When a smaller integer is divided by a larger integer, the quotient is 0 and the remainder is
the smaller integer.

Example:
When 5 is divided by 7, the quotient is 0 and the remainder is 5, since 5 = (7)(0) + 5.

D. Any integer divisible by 2 is even; the set of even integers is {… −4, −2, 0, 2, 4, 6, 8, …}. Integers
not divisible by 2 are odd, so {… −3, −1, 1, 3, 5, …} is the set of odd integers. For any integer n,
the numbers in the set {2n, 2n + 2, 2n + 4, …} are consecutive even integers, and the numbers
in {2n + 1, 2n + 3, 2n + 5, …} are consecutive odd integers.

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If a product of integers has at least one even factor, the product is even; otherwise, it’s odd. If
two integers are both even or both odd, their sum and their difference are even. Otherwise,
their sum and their difference are odd.
E. A prime number is a positive integer with exactly two positive divisors, 1 and itself. That is, a
prime number is divisible by no integer but itself and 1.

Example:
The irst six prime numbers are 2, 3, 5, 7, 11, and 13.
But 15 is not a prime number, because it has four positive divisors: 1, 3, 5, and 15.
Nor is 1 a prime number, because it has only one positive divisor: itself.

Every integer greater than 1 is either prime or a product of a unique set of prime factors. A
composite number is an integer greater than 1 that’s not prime.

Example:
14 = (2)(7), 81 = (3)(3)(3)(3), and
484 = (2)(2)(11)(11) are composite numbers.

3. Exponents
A. An expression of the form kn means the nth power of k, or k raised to the nth power, where n
is the exponent and k is the base.
B. A positive integer exponent shows how many instances of the base are multiplied together.
That is, when n is a positive integer, kn is the product of n instances of k.

Examples:
is (x)(x)(x)(x)(x); that is, the product in which x is a factor 5 times with no other
factors. We can also say is the 5th power of x, or x raised to the 5th power.
The second power of 2, also called 2 squared, is . The third power of 2,
also called 2 cubed, is .

Squaring a number greater than 1, or raising it to any power greater than 1, gives a larger
number.
Squaring a number between 0 and 1 gives a smaller number.

Examples:
, and 9 > 3.
, and 0.01 < 0.1.

C. A square root of a number n is a number x such that . Every positive number has two
real square roots, one positive and the other negative. The positive square root of n is written
as or .

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Example:
The two square roots of 9 are and .

For any x, the nonnegative square root of equals the absolute value of x; that is, .
The square root of a negative number is not a real number. It’s called an imaginary number.
D. Every real number r has exactly one real cube root, the number s such that . The real
cube root of r is written as or .

Examples:
Since .
Likewise, because .

4. Decimals and Place Value

A. A decimal is a real number written as a series of digits, often with a period called a decimal
point. The decimal point’s position sets the place values of the digits.

Example:
The digits in the decimal 7,654.321 have these place values:

B. In scienti ic notation, a decimal is written with only one nonzero digit to the decimal point’s
left, multiplied by a power of 10. To convert a number from scienti ic notation to regular
decimal notation, move the decimal point by the number of places equal to the absolute value
of the exponent on the 10. Move the decimal point to the right if the exponent is positive or to
the left if the exponent is negative.

Examples:
In scienti ic notation, 231 is written as , and 0.0231 is written as .
To convert to regular decimal notation, move the decimal point 4 places to
the right, giving 20,130.
Likewise, to convert to regular decimal notation, move the decimal point 4
places to the left, giving 0.000191.

C. To add or subtract decimals, line up their decimal points. If one decimal has fewer digits to the
right of its decimal point than another, insert zeros to the right of its last digit.

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Examples:
To add 17.6512 and 653.27, insert zeros to the right of the last digit in 653.27 to line up
the decimal points when the numbers are in a column:

Likewise for 653.27 minus 17.6512:

D. Multiply decimals as if they were integers. Then insert the decimal point in the product so that
the number of digits to the right of the decimal point is the sum of the numbers of digits to the
right of the decimal points in the numbers being multiplied.

Example:
To multiply 2.09 by 1.3, irst multiply the integers 209 and 13 to get 2,717. Since 2 + 1 = 3
digits are to the right of the decimal points in 2.09 and 1.3, put 3 digits in 2,717 to the
right of the decimal point to ind the product:

E. To divide a number (the dividend) by a decimal (the divisor), move the decimal points of the
dividend and the divisor the same number of digits to the right until the divisor is an integer.
Then divide as you would integers. The decimal point in the quotient goes directly above the
decimal point in the new dividend.

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Example:
To divide 698.12 by 12.4, irst move the decimal points in both the divisor 12.4 and the
dividend 698.12 one place to the right to make the divisor an integer. That is, replace
698.12/12.4 with 6981.2/124. Then do the long division normally:

5. Properties of Operations
Here are some basic properties of arithmetical operations for any real numbers x, y, and z.
A. Addition and Subtraction

If x and y are both positive, then x + y is also positive.

If x and y are both negative, then x + y is negative.
B. Multiplication and Division

(xy)z = x(yz)
xy + xz = x(y + z)
If y ≠ 0, then .

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If x and y are both positive, then xy is also positive.

If x and y are both negative, then xy is positive.
If x is positive and y is negative, then xy is negative.
If xy = 0, then x = 0 or y = 0, or both.
C. Exponentiation

If , then

If , then .

If , then .

If , then .

3.2 Algebra, Equalities, and Inequalities

1. Algebraic Expressions and Equations
A. Algebra is based on arithmetic and on the concept of an unknown quantity. Letters like x or n
are variables that stand for unknown quantities. Other numerical expressions called
constants stand for known quantities. A combination of variables, constants, and arithmetical
operations is an algebraic expression.
Solving word problems often requires translating words into algebraic expressions. The table
below shows how some words and phrases can be translated as math operations in algebraic
expressions:

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3.2 Translating Words into Math Operations

x+y x−y xy xy

x added to y x decreased by y x multiplied by y x divided by y x to the power of

x increased by y difference of x and the product of x x over y y

x more than y y and y the quotient of x x to the yth

y fewer than x x times y and y power
x plus y
the sum of x and y less than x the ratio of x to y
y x minus y
If y = 2: If y = 2: If y = 2:
the total of x and x reduced by y
y double x half of x x squared
y subtracted from
x twice x x halved

If y = 3: If y = 3:
triple x x cubed

B. In an algebraic expression, a term is a constant, a variable, or a product of terms that are each
a constant or a variable. A variable in a term may be raised to an exponent. A term with no
variables is a constant term. A constant in a term with one or more variables is a coef icient.

Example:
Suppose Pam has 5 more pencils than Fred has. If F is the number of pencils Fred has,
then Pam has F + 5 pencils. The algebraic expression F + 5 has two terms: the variable F
and the constant 5.

C. A polynomial is an algebraic expression that’s a sum of terms and has exactly one variable.
Each term in a polynomial is a variable raised to some power and multiplied by some
coef icient. If the highest power a variable is raised to is 1, the expression is a irst degree (or
linear) polynomial in that variable. If the highest power a variable is raised to is 2, the
expression is a second degree (or quadratic) polynomial in that variable.

Examples:
F + 5 is a linear polynomial in F, since the highest power of F is 1.
19x2 − 6x + 3 is a quadratic polynomial in x, since the highest power of x is 2.

is not a polynomial, because it’s not a sum of powers of x multiplied by

coef icients.

D. You can simplify many algebraic expressions by factoring or combining like terms.

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Examples:
In the expression 6x + 5x, x is a factor common to both terms. So, 6x + 5x is equivalent to
(6 + 5)x, or 11x.
In the expression 9x − 3y, 3 is a factor common to both terms: 9x − 3y = 3(3x − y).
The expression 5x2 + 6y has no like terms and no common factors.

E. In a fraction is the numerator and d is the denominator. In a numerator and

denominator, you can divide out any common factors not equal to zero.

Example:

If , then .

So, .

F. To multiply two algebraic expressions, multiply each term of one expression by each term of
the other.

Example:

G. To evaluate an algebraic expression, replace its variables with constants.

Example:
If x = 3 and y = −2, we can evaluate as
.

H. An algebraic equation is an equation with at least one algebraic expression. An algebraic

equation’s solutions are the sets of assignments of constant values to its variables that make it
true, or “satisfy the equation.” An equation may have no solution, one solution, or more than
one solution. For equations solved together, the solutions must satisfy all the equations at
once. An equation’s solutions are also called its roots. To con irm the roots are correct, you
can substitute them into the equation.
I. Two equations with the same solution or solutions are equivalent.

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Examples:
The equations 2 + x = 3 and 4 + 2x = 6 are equivalent, because each has the unique
solution x = 1. Notice the second equation is the irst equation multiplied by 2.
Likewise, the equations 3x − y = 6 and 6x − 2y = 12 are equivalent, although each has
in initely many solutions. For any value of x, giving the value 3x − 6 to y satis ies both
these equations. For example, x = 2 with y = 0 is a solution to both equations, and so is x
= 5 with y = 9.

2. Linear Equations
A. A linear equation has a linear polynomial on one side of the equals sign and either a linear
polynomial or a constant on the other side—or can be converted to that form. A linear
equation with only one variable is a linear equation with one unknown. A linear equation
with two variables is a linear equation with two unknowns.

Examples:
5x − 2 = 9 − x is a linear equation with one unknown.
3x + 1 = y − 2 is a linear equation with two unknowns.

B. To solve a linear equation with one unknown (that is, to ind what value of the unknown
satis ies the equation), isolate the unknown on one side of the equation by doing the same
operations on both sides. Adding or subtracting the same number on both sides of the
equation doesn’t change the equality. Likewise, multiplying or dividing both sides by the same
nonzero number doesn’t change the equality.

Example:
To solve the equation , isolate the variable x like this:

To check the answer , substitute it for x in the original equation to con irm it satis ies
that equation:

So, is the solution.

C. Two equivalent linear equations with the same two unknowns have in initely many solutions,
as in the example of the equivalent equations 3x − y = 6 and 6x − 2y = 12 in Section 3.2.1.I

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above. But if two linear equations with the same two unknowns aren’t equivalent, they have at
most one solution.
When solving two linear equations with two unknowns, if you reach a trivial equation like 0 =
0, the equations are equivalent and have in initely many solutions. But if you reach a
contradiction, the equations have no solution.

Example:
Consider the two equations 3x + 4y = 17 and 6x + 8y = 35. Note that 3x + 4y = 17 implies
6x + 8y = 34, contradicting the second equation. So, no values of x and y can satisfy both
equations at once. The two equations have no solution.

If neither a trivial equation nor a contradiction is reached, a unique solution can be found.
D. To solve two linear equations with two unknowns, you can use one of the equations to
express one unknown in terms of the other unknown. Then substitute this result into the
second equation to make a new equation with only one unknown. Next, solve this new
equation. Substitute the value of its unknown into either original equation to solve for the
remaining unknown.

Example:
Let’s solve these two equations for x and y:

In equation (2), x = 2 + y. So, in equation (1), substitute 2 + y for x:

Since y = 1, we ind x − 1 = 2, so x = 2 + 1 = 3.

E. Another way to remove one unknown and solve for x and y is to make the coef icients of one
unknown the same in both equations (ignoring the sign). Then either add the equations or
subtract one from the other.

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Example:
Let’s solve the equations:

(1) 6x + 5y = 29 and
(2) 4x − 3y = −6

Multiply equation (1) by 3 and equation (2) by 5 to get

18x + 15y = 87 and

20x − 15y = −30

Add the two equations to remove y. This gives us 38x = 57, or .

Substituting for x in either original equation gives y = 4. To check these answers,

substitute both values into both the original equations.

3. Factoring and Quadratic Equations

A. Some equations can be solved by factoring. To do this, irst add or subtract to bring all the
expressions to one side of the equation, with 0 on the other side. Then try to express the
nonzero side as a product of factors that are algebraic expressions. When that’s possible,
setting any of these factors equal to 0 makes a simpler equation, because for any x and y, if xy
= 0, then x = 0 or y = 0 or both. The solutions of the simpler equations made this way are also
solutions of the factored equation.

Example:
Factor to ind the solutions of the equation x3 − 2x2 + x = −5(x − l)2:

So, x = −5 or x = 1.

B. When factoring to solve equations with algebraic fractions, note that a fraction equals 0 if and
only if its numerator equals 0 and its denominator doesn’t.

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Example:

Find the solutions of the equation .

The numerator must equal 0: x(x − 3)(x2 + 5) = 0.

Thus, x = 0, or x − 3 = 0, or x2 + 5 = 0. So, x = 0, or x = 3, or x2 + 5 = 0.
But x2 + 5 = 0 has no real solution, because x2 + 5 = 0 for every real number x. So, the
original equation’s solutions are 0 and 3.

C. A quadratic equation has the standard form ax2 + bx + c = 0, where a, b, and c are real
numbers and a ≠ 0.

Examples:

D. Some quadratic equations are easily solved by factoring.

Example (1): Example (2):

E. A quadratic equation has at most two real roots but may have just one or even no root.

Examples:
The equation x2 − 6x + 9 = 0 can be written as (x − 3)2 = 0 or (x − 3)(x − 3) = 0. So, its
only root is 3.
The equation x2 + 4 = 0 has no real root. Since any real number squared is greater than
or equal to zero, x2 + 4 must be greater than zero if x is a real number.

F. An expression of the form a2 – b2 can be factored as (a – b)(a + b).

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Example:
We can solve the quadratic equation 9x2 − 25 = 0 like this:

G. If a quadratic expression isn’t easily factored, we can still ind its roots with the quadratic
formula: If ax2 + bx + c = 0 and a ≠ 0, the roots are

These roots are two distinct real numbers unless b2 − 4ac ≤ 0.

If b2 − 4ac = 0, the two root expressions both equal , so the equation has only one root.

If b2 − 4ac < 0, then is not a real number, so the equation has no real root.

4. Inequalities
A. An inequality is a statement with one of these symbols:
≠ is not equal to
> is greater than
≥ is greater than or equal to
< is less than
≤ is less than or equal to

Example:
5x − 3 < 9 and 6x ≥ y

B. Solve a linear inequality with one unknown the same way you solve a linear equation: isolate
the unknown on one side. As in an equation, the same number can be added to or subtracted
from both sides of the inequality. And you can multiply or divide both sides by a positive
number without changing the order of the inequality. However, multiplying or dividing an
inequality by a negative number reverses the order of the inequality. Thus, 6 > 2, but (−1)(6) <
(−1)(2).

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Example (1): Example (2):

To solve the inequality 3x − 2 > 5 for x, To solve the inequality for x,
isolate x:
isolate x:

5. Functions
A. An algebraic expression in one variable can de ine a function of that variable. A function is
written as a letter like f or g along with the variable in the expression. Function notation is a
short way to express that a value is being substituted for a variable.

Examples:
i. The expression x3 − 5x2 + 2 can de ine a function f written as f(x) = x3 − 5x2 + 2.

ii. The expression can de ine a function g written as .

In these examples, the symbols “f(x)” and “g(z)” don’t stand for products. Each is just a
symbol for a function, and is read “f of x” or “g of z.”
The substitution of 1 for x in the irst expression can be written as f(1) = −2. Then f(1) is
called the “value of f at x = 1.”
Likewise, in the second expression the value of g at z = 0 is g(0) = 7.

B. Once a function f(x) is de ined, think of x as an input and f(x) as the output. In any function,
any one input gives at most one output. But different inputs can give the same output.

Example:
If , then .

C. The set of all allowed inputs for a function is the function’s domain. In the examples in Section
3.2.5.A above, the domain of f is the set of all real numbers, and the domain of g is the set of
all numbers greater than −1.
Any function’s de inition can restrict the function’s domain. For example, the de inition “a(x) =
9x − 5 for 0 ≤ x ≤ 10” restricts the domain of a to real numbers greater than or equal to 0 but
less than or equal to 10. If the de inition has no restrictions, the domain is the set of all values
of x that each give a real output when input into the function.
D. The set of a function’s outputs is the function’s range.

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Examples:
i. For the function in the example in Section 3.2.5.B above, the range is
the set of all numbers greater than or equal to 0.
ii. For the function a(x) = 9x − 5 for 0 ≤ x ≤ 10 de ined in Section 3.2.5.C above, the
range is the set of all real numbers y such that −5 ≤ y ≤ 85.

6. Graphing
A. The igure below shows the rectangular coordinate plane. The horizontal line is the x-axis
and the vertical line is the y-axis. These two axes intersect at the origin, called O. The axes
divide the plane into four quadrants, I, II, III, and IV, as shown.

The Coordinate Plane

B. Any ordered pair (x, y) of real numbers de ines a point in the coordinate plane. The point’s x-
coordinate is the irst number in this pair. It shows how far the point is to the right or left of
the y-axis. If the x-coordinate is positive, the point is to the right of the y-axis. If it’s negative,
the point is to the left of the y-axis. If it’s 0, the point is on the axis. The point’s y-coordinate is
the second number in the ordered pair. It shows how far the point is above or below the x-
axis. If the y-coordinate is positive, the point is above the x-axis. If it’s negative, the point is
below the x-axis. If it’s 0, the point is on the axis.

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Example:
In the graph below, the (x, y) coordinates of point P are (2, 3). P is 2 units to the right of
the y-axis, so x = 2. Since P is 3 units above the x-axis, y = 3.
Likewise, the (x, y) coordinates of point Q are (−4, −3). The origin O has coordinates (0,
0).

C. The coordinates of the points on a straight line in the coordinate plane satisfy a linear
equation of the form y = mx + b (or the form x = a if the line is vertical).
In the equation y = mx + b, the coef icient m is the line’s slope, and the constant b is the line’s
y-intercept.
The y-intercept is the y-coordinate of the point where the line intersects the y-axis. Likewise,
the x-intercept is the x-coordinate of the point where the line intersects the x-axis.
For any two points on the line, the line’s slope is the ratio of the difference in their y-
coordinates to the difference in their x-coordinates. To ind the slope, subtract one point’s y-
coordinate from the others. Then subtract the former point’s x-coordinate from the latter’s—
not the other way around! Then divide the irst difference by the second.
If a line’s slope is negative, the line slants down from left to right.
If the slope is positive, the line slants up.
If the slope is 0, the line is horizontal. A horizontal line’s equation has the form y = b, since m
= 0.
A vertical line’s slope is unde ined.

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Example:
In the graph below, each point on the line satis ies the equation . To check
this for the points (−2, 2), (2, 0), and (0, 1), substitute each point’s coordinates for x and y
in the equation.

You can use the points (−2, 2) and (2, 0) to ind the line’s slope:

The y-intercept is 1. That’s y’s value when x is 0 in .

To ind the x-intercept, set y to 0 in the same equation:

Thus, the x-intercept is 2.

D. You can use the de inition of slope to ind the equation of a line through two points (x1, y1)
and (x2, y2) with x1 ≠ x2. The slope is . Given the known point (x1, y1) and the

slope m, any other point (x, y) on the line satis ies the equation , or equivalently

(y – y1) = m(x – x1). Using (x2, y2) instead of (x1, y1) as the known point gives an equivalent
equation.

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Example:
The graph below shows points (−2, 4) and (3, −3).

The line’s slope is . To ind an equation of this line, let’s use the point (3,
−3):

So, the y-intercept is .

Find the x-intercept like this:

The graph shows both these intercepts.

E. If two linear equations with unknowns x and y have a unique solution, their graphs are two
lines intersecting at the point that is the solution.
If two linear equations are equivalent, they both stand for the same line and have in initely
many solutions.

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Two linear equations with no solution stand for two parallel lines.
F. Graph any function f(x) in the coordinate plane by equating y with the function’s value: y =
f(x). For any x in the function’s domain, the point (x, f(x)) is on the function’s graph. For every
point on the graph, the y-coordinate is the function’s value at the x-coordinate.

Example:

Consider the function

If f(x) is equated with the variable y, the function’s graph is the graph of in
the example above.

G. For any function f, the x-intercepts are the solutions of the equation f(x) = 0. The y-intercept is
the value f(0).

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Example:
To see how a quadratic function f(x)= x2 −1 relates to its graph, let’s plot some points (x,
f(x)) in the coordinate plane:

The graph below shows all the points for −2 ≤ x ≤ 2:

The roots of this equation f(x) = x2 − 1 = 0 are x = 1 and x = −1. They match the x-
intercepts, since x-intercepts are found by setting y = 0 and solving for x.
The y-intercept is f(0) = −1, because that’s the value of y for x = 0.

7. Formulas and Measurement Conversion

A. A formula is an algebraic equation whose variables have speci ic meanings. To use a formula,
assign quantities to its variables to match these meanings.

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Example:
In the physics formula F = ma, the variable F stands for force, the variable m stands for
mass, and the variable a stands for acceleration. The standard metric unit of force, the
newton, is just enough force to accelerate a mass of 1 kilogram by 1 meter/second2.
So, if we know a rock with a mass of 2 kilograms is accelerating at 5 meters/second2, we
can use the formula F = ma by setting the variable m to 2 kilograms, and the variable a to
5 meters/second2. Then we ind that 10 newtons of force F are pushing the rock.
Note: You don’t need to learn physics formulas or terms like this for the GMAT, but some
speci ic GMAT questions may give you the formulas and terms you need to solve them.

B. Any quantitative relationship between units of measure can be written as a formula.

Examples:
i. Since 1 kilometer is 1,000 meters, the formula m = 1000k can stand for the
relationship between kilometers (k) and meters (m).
ii. The formula can stand for the relationship between temperature
measurements in degrees Celsius (C) and degrees Fahrenheit (F).

C. Except for units of time, a GMAT question that requires converting one unit of measure to
another will give the relationship between those units.

Example:
A train travels at a constant 25 meters per second. How many kilometers does it travel in
5 minutes? (1 kilometer = 1,000 meters)
Solution: In 1 minute the train travels (25)(60) = 1,500 meters, so in 5 minutes it travels
7,500 meters. Since 1 kilometer = 1,000 meters, we ind 7,500 meters = 7.5 kilometers.

3.3 Rates, Ratios, and Percents

1. Ratio and Proportion
A. The ratio of a number x to a nonzero number y may be written as x:y, or , or x to y. The
order of a ratio’s terms is important. Unless the absolute values of x and y are equal, .

Examples:
The ratio of 2 to 3 may be written as 2:3, or , or 2 to 3.

The ratio of the number of months with exactly 30 days to the number of months with
exactly 31 days is 4:7, not 7:4.

B. A proportion is an equation between two ratios.

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Example:
2:3 = 8:12 is a proportion.

C. One way to solve for an unknown in a proportion is to cross multiply, then solve the resulting
equation.

Example:
To solve for n in the proportion , cross multiply to get 3n = 24, then divide both
sides by 3 to ind n = 8.

D. Some word problems can be solved using ratios.

Example:
If 5 shirts cost a total of $44, then what is the total cost of 8 shirts at the same cost per
shirt?
Solution: If c is the cost of the 8 shirts, then . Cross multiplying gives 5c = 8 × 44 =

352, so . Thus, the 8 shirts cost a total of $70.40.

2. Fractions
A. In a fraction , n is the numerator and d is the denominator. A fraction’s denominator can
never be 0, because division by 0 is unde ined.
B. Equivalent fractions stand for the same number. To check whether two fractions are
equivalent, divide each fraction’s numerator and denominator by the largest factor common
to that numerator and that denominator, their greatest common divisor (GCD). This is called
reducing each fraction to its lowest terms. Two fractions are equivalent if and only if
reducing each to its lowest terms makes them identical.

Example:
To check whether and are equivalent, irst reduce each to its lowest terms. In the
irst fraction, 4 is the GCD of the numerator 8 and the denominator 36. Dividing both the
numerator and the denominator of by 4 gives . In the second fraction, 7 is the GCD
of the numerator 14 and the denominator 63. Dividing both the numerator and the
denominator of by 7 also gives . Since reducing and to their lowest terms
makes them identical, they’re equivalent.

C. To add or subtract two fractions with the same denominator, just add or subtract the
numerators, leaving the denominators the same.

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Examples:
and

D. To add or subtract two fractions with different denominators, irst express them as fractions
with the same denominator.

Example:
To add and , multiply the numerator and denominator of by 7 to get . Then
multiply the numerator and denominator of by 5 to get . Since both fractions now
have the same denominator 35, you can easily add them:

E. To multiply two fractions, multiply their numerators, and also multiply their denominators.

Example:

F. The reciprocal of a fraction is if n and d are not 0.

Example:
The reciprocal of is .

G. To divide by a fraction, multiply by its reciprocal.

Example:

H. A mixed number is written as an integer next to a fraction. It equals the integer plus the
fraction.

Example:
The mixed number

I. To write a mixed number as a fraction, multiply the integer part of the mixed number by the
denominator of the fractional part. Add this product to the numerator. Then put this sum over
the denominator.

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Example:

3. Percents
A. The word percent means per hundred or number out of 100.

Example:
Saying that 37 percent, or 37%, of the houses in a city are painted blue means that 37
houses per 100 in the city are painted blue.

B. A percent may be greater than 100.

Example:
Saying that the number of blue houses in a city is 150% of the number of red houses
means the city has 150 blue houses for every 100 red houses. Since 150:100 = 3:2, this
means the city has 3 blue houses for every 2 red houses.

C. A percent need not be an integer.

Example:
Saying that the number of pink houses in a city is 0.5% of the number of blue houses
means the city has 0.5 of a pink house for every 100 blue houses. Since 0.5:100 = 1:200,
this means the city has 1 pink house for every 200 blue houses.
Likewise, saying that the number of orange houses is 12.5% of the number of blue
houses means the ratio of orange houses to blue houses is 12.5:100 = 1:8. Therefore,
there is 1 orange house for every 8 blue houses.

4. Converting Decimals, Fractions, and Percents

A. Decimals can be rewritten as fractions or sums of fractions.

Examples:

B. To rewrite a percent as a fraction, write the percent number as the numerator over a
denominator of 100. To rewrite a percent as a decimal, move the decimal point in the percent
two places to the left and drop the percent sign. To rewrite a decimal as a percent, move the
decimal point two places to the right, then add a percent sign.
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Examples:

C. To ind a percent of a number, multiply the number by the percent written as a fraction or
decimal.

Examples:

20% of

20% of

250% of

0.5% of

5. Working with Decimals, Fractions, and Percents

A. To ind the percent increase or decrease from one quantity to another, irst ind the amount of
increase or decrease. Then divide this amount by the original quantity. Write this quotient as a
percent.

Examples:
Suppose a price increases from $24 to $30. To ind the percent increase, irst ind the
amount of increase: $30 − $24 = $6. Divide this $6 by the original price of $24 to ind the
percent increase: .

Now suppose a price falls from $30 to $24. The amount of decrease is $30 − $24 = $6. So,
the percent decrease is .

Notice the percent increase from 24 to 30 (25%) doesn’t equal the percent decrease
from 30 to 24 (20%).

A percent increase or decrease may be greater than 100%.

Example:
Suppose a house’s price in 2018 was 300% of its price in 2003. By what percent did the
price increase?
Solution: If n is the price in 2003, the percent increase is , or 200%.

B. A price discounted by n percent is (100 − n) percent of the original price.

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Example:
A customer paid $24 for a dress. If the customer got a 25% discount off the original price
of the dress, what was the original price before the discount?
Solution: The discounted price is (100 − 25 = 75)% of the original price. So, if p is the
original price, 0.75p = $24 is the discounted price. Thus, p = ($24/0.75) = $32, the
original price before the discount.

Two discounts can be combined to make a larger discount.

Example:
A price is discounted 20%. Then this reduced price is discounted another 30%. These
two discounts together make an overall discount of what percent?
Solution: If p is the original price, then 0.8p is the price after the irst discount. The price
after the second discount is (0.7)(0.8)p = 0.56p. The overall discount is l00% − 56% =
44%.

C. Gross pro it equals revenues minus expenses, or selling price minus cost.

Example:
A certain appliance costs a merchant $30. At what price should the merchant sell the
appliance to make a gross pro it of 50% of the appliance’s cost?
Solution: The merchant should sell the appliance for a price s such that s − 30 = (0.5)(30).
So, s = $30 + $15 = $45.

D. Simple annual interest on a loan or investment is based only on the original loan or
investment amount (the principal). It equals (principal) × (interest rate) × (time).

Example:
If $8,000 is invested at 6% simple annual interest, how much interest is earned in 3
months?
Solution: Since the annual interest rate is 6%, the interest for 1 year is (0.06)($8,000) =
$480.

A year has 12 months, so the interest earned in 3 months is .

E. Compound interest is based on the principal plus any interest already earned.
Compound interest over n periods = (principal) × (1 + interest per period)n – principal.

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Example:
If $10,000 is invested at 10% annual interest, compounded every 6 months, what is the
balance after 1 year?
Solution: Since the interest is compounded every 6 months, or twice a year, the interest
rate for each 6-month period is 5%, half the 10% annual rate. So, the balance after the
irst 6 months is 10,000 + (10,000)(0.05) = $10,500.
For the second 6 months, the interest is based on the $10,500 balance after the irst 6
months. So, the balance after 1 year is 10,500 + (10,500)(0.05) = $11,025.

The balance after 1 year can also be written as dollars.

F. To solve some word problems with percents and fractions, you can organize the information
in a table.

Example:
In a production lot, 40% of the toys are red, and the rest are green. Half of the toys are
small, and half are large. If 10% of the toys are red and small, and 40 toys are green and
large, how many of the toys are red and large?
Solution: First make a table to organize the information:

Red Green Total

Small 10% 50%

Large 50%

Total 40% 60% 100%

Then ill in the missing percents so that the “Red” and “Green” percents in each row add
up to that row’s total, and the “Small” and “Large” percents in each column add up to that
column’s total:

Red Green Total

Small 10% 40% 50%

Large 30% 20% 50%

Total 40% 60% 100%

The number of large green toys, 40, is 20% of the total number of toys (n), so 0.20n = 40.
Thus, the total number of toys n = 200. So, 30% of the 200 toys are red and large. Since
(0.3)(200) = 60, we ind that 60 of the toys are red and large.

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6. Rate, Work, and Mixture Problems

A. The distance an object travels is its average speed multiplied by the time it takes to travel that
distance. That is, distance = rate × time.

Example:
How many kilometers did a car travel in 4 hours at an average speed of 70 kilometers
per hour?
Solution: Since distance = rate × time, multiply 70 km/hour × 4 hours to ind that the car
went 280 kilometers.

B. To ind an object’s average travel speed, divide the total travel distance by the total travel time.

Example:
On a 600-kilometer trip, a car went half the distance at an average speed of 60 kilometers
per hour (kph), and the other half at an average speed of 100 kph. The car didn’t stop
between the two halves of the trip. What was the car’s average speed over the whole
trip?
Solution: First ind the total travel time. For the irst 300 kilometers, the car went at 60
kph, taking hours. For the second 300 kilometers, the car went at 100 kph,
taking hours. So, the total travel time was 5 + 3 = 8 hours. The car’s average

speed was .

Notice the average speed was not .

C. A work problem usually says how fast certain individuals work alone, then asks you to ind
how fast they work together, or vice versa.
The basic formula for work problems is , where r is how long an amount of work
takes a certain individual, s is how long that much work takes a different individual, and h is
how long that much work takes both individuals working at the same time.

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Example:
Suppose one machine takes 4 hours to make 1,000 bolts, and a second machine takes 5
hours to make 1,000 bolts. How many hours do both machines working at the same time
take to make 1,000 bolts?
Solution:

Working together, the two machines can make 1,000 bolts in hours.

If a work problem says how long it takes two individuals to do an amount of work together,
and how long it takes one of them to do that much work alone, you can use the same formula
to ind how long it takes the other individual to do that much work alone.

Example:
Suppose Art and Rita both working at the same time take 4 hours to do an amount of
work, and Art alone takes 6 hours to do that much work. Then how many hours does
Rita alone take to do that much work?
Solution:

Rita alone takes 12 hours to do that much work.

D. In mixture problems, substances with different properties are mixed, and you must ind the
mixture’s properties.

Example:
If 6 kilograms of nuts that cost $1.20 per kilogram are mixed with 2 kilograms of nuts
that cost $1.60 per kilogram, how much does the mixture cost per kilogram?
Solution: The 8 kilograms of nuts cost a total of 6($1.20) + 2($1.60) = $10.40. So, the cost
per kilogram of the mixture is .

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Some mixture problems use percents.

Example:
How many liters of a solution that is 15% salt must be added to 5 liters of a solution that
is 8% salt to make a solution that is 10% salt?
Solution: Let n be the needed number of liters of the 15% solution. The amount of salt in
n liters of 15% solution is 0.15n. The amount of salt in the 5 liters of 8% solution is (0.08)
(5). These amounts add up to the amount of salt in the 10% mixture, which is 0.10(n + 5).
So,

So, 2 liters of the 15% salt solution must be added to the 8% solution to make the 10%
solution.

3.4 Statistics, Sets, Counting, Probability, Estimation, and Series

1. Statistics
A. A common statistical measure is the average or (arithmetic) mean, a type of center for a set
of numbers. The average or mean of n numbers is the sum of the n numbers divided by n.

Example:

The average of the 5 numbers 6, 4, 7, 10, and 4 is .

B. The median is another type of center for a set of numbers. To ind the median of n numbers,
list the numbers from least to greatest. If n is odd, the median is the middle number in the list.
But if n is even, the median is the average of the two middle numbers. The median may be less
than, equal to, or greater than the mean.

Example:
To ind the median of the 5 numbers 6, 4, 7, 10, and 4, list them from least to greatest: 4,
4, 6, 7, 10. The median is 6, the middle number in this list.

The median of the 6 numbers 4, 6, 6, 8, 9, and 12 is . But the mean of these 6

numbers is .

Often about half the numbers in a set are less than the median, and about half are greater
than the median. But not always.

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Example:
For the 15 numbers 3, 5, 7, 7, 7, 7, 7, 7, 8, 9, 9, 9, 9, 10, and 10, the median is 7. Only of
the numbers are less than the median.

C. The mode of a list of numbers is the number appearing most often in the list.

Example:
The mode of the list of numbers 1, 3, 6, 4, 3, and 5 is 3, since 3 is the only number
appearing more than once in the list.

A list may have more than one mode.

Example:
The list 1, 2, 3, 3, 3, 5, 7, 10, 10, 10, and 20 has two modes, 3 and 10.

D. The dispersion of numerical data is how spread out the data is. The simplest measure of
dispersion is the range, which is the greatest value in the data minus the least value.

Example:
The range of the numbers 11, 10, 5, 13, and 21 is 21 − 5 = 16. Notice the range depends
on only 2 of the numbers.

E. Another common measure of dispersion is the standard deviation. Generally, the farther the
numbers are from the mean, the greater the standard deviation. To ind the standard
deviation of n numbers:
1. Find their mean,
2. Find the differences between the mean and each of the n numbers,
3. Square each difference,
4. Find the average of the squared differences, and
5. Take the nonnegative square root of this average.

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Examples:
Let’s use the table below to ind the standard deviation of the numbers 0, 7, 8, 10, and 10,
which have the mean 7.

x x − 7 (x − 7)2

0 −7 49

7 0 0

8 1 1 The standard deviation is

10 3 9

10 3 9
Total 68

The standard deviation depends on every number in the set, but more on those farther
from the mean. This is why the standard deviation is smaller for a set of data grouped
closer around its mean.
As a second example, consider the numbers 6, 6, 6.5, 7.5, and 9, which also have the
mean 7. These numbers are grouped closer around the mean 7 than the numbers in the
irst example. That makes the standard deviation in this second example only about 1.1,
far below the standard deviation of 3.7 in the irst example.

F. How many times a value occurs in a data set is its frequency in the set. When different values
have different frequencies, a frequency distribution can help show how the values are
distributed.

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Example:
Consider this set of 20 numbers:

−4 0 0 −3 −2 −1 −1 0 −1 −4

−1 −5 0 −2 0 −5 −2 0 0 −1

We can show its frequency distribution in a table listing each value x and x’s frequency f:

Value Frequency
x f

−5 2

−4 2

−3 1

−2 3

−1 5

0 7

Total 20

This frequency distribution table makes inding statistical measures easier:

Median: −1 (the average of the 10th and 11th numbers)

Mode: 0 (the number that occurs most often)
Range: 0 − (−5) = 5

2. Sets
A. In math, a set is a collection of numbers or other things. The things in the set are its elements.
A list of a set’s elements in a pair of braces stands for the set. The list’s order doesn’t matter.

Example:
{−5, 0, 1} is the same set as {0, 1, −5}. That is, {−5, 0, 1} = {0, 1, −5}.

B. The number of elements in a inite set S is written as .

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Example:
S = {−5, 0, 1} is a set with .

C. If all the elements in a set S are also in a set T, then S is a subset of T. This is written as
or .

Example:
{−5, 0, 1} is a subset of {−5, 0, 1, 4, 10}. That is, .

D. The union of two sets A and B is the set of all elements that are each in A or in B or both. The
union is written as .

Example:

E. The intersection of two sets A and B is the set of all elements that are each in both A and B.
The intersection is written as A ∩ B.

Example:

F. Two sets sharing no elements are disjoint or mutually exclusive.

Example:
{−5, 0, 1} and {4, 10} are disjoint.

G. A Venn diagram shows how two or more sets are related. Suppose sets S and T aren’t
disjoint, and neither is a subset of the other. The Venn diagram below shows their intersection
S ∩ T as a shaded area.

A Venn Diagram of Two Intersecting Sets

A Venn diagram of sets S and T, with their intersection S ∩ T shaded.

H. The number of elements in the union of two inite sets S and T is the number of elements in S,
plus the number of elements in T, minus the number of elements in the intersection of S and

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T. That is, . This is the general addition rule for two sets.

Example:

If S and T are disjoint, then , since .

I. You can often solve word problems involving sets by using Venn diagrams and the general
addition rule.

Example:
Each of 25 students is taking history, mathematics, or both. If 20 of them are taking
history and 18 of them are taking mathematics, how many of them are taking both
history and mathematics?
Solution: Separate the 25 students into three disjoint sets: the students taking history
only, those taking mathematics only, and those taking both history and mathematics. This
gives us the Venn diagram below, where n is the number of students taking both courses,
20 − n is the number taking history only, and 18 − n is the number taking mathematics
only.

Since there are 25 students total, (20 − n) + n + (18 − n) = 25, so n = 13. So, 13 students
are taking both history and mathematics. Notice that 20 + 18 − 13 = 25 uses the general
addition rule for two sets.

3. Counting Methods
A. To count elements in sets without listing them, you can sometimes use this multiplication
principle:
If an object will be chosen from a set of m objects, and another object will be chosen from a
disjoint set of n objects, then mn different choices are possible.

Example:
Suppose a meal at a restaurant must include exactly 1 entree and 1 dessert. The entree
can be any 1 of 5 options, and the dessert can be any 1 of 3 options. Then 5 × 3 = 15
different meals are available.

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B. Here’s a more general version of the multiplication principle: the number of possible choices
of 1 object apiece out of any number of sets is the product of the numbers of objects in those
sets. For example, when choosing 1 object apiece out of 3 sets with x, y, and z elements,
respectively, xyz different choices are possible. The general multiplication principle also means
that when choosing 1 object apiece out of n sets of exactly m objects apiece, mn different
choices are possible.

Example:
Each time a coin is lipped, the 2 possible results are heads and tails. In a set of 8
consecutive coin lips, think of each lip as a set of those 2 possible results. The 8 lips
give us 8 of these 2-element sets. So, the set of 8 lips has 28 possible results.

C. A concept often used with the multiplication principle is the factorial. For any integer n > 1, n
factorial is written as n! and is the product of all the integers from 1 through n. Also, by
de inition, 0! = 1! = 1.

Examples:
2! = 2 × 1 = 2
3! = 3 × 2 × 1 = 6
4! = 4 × 3 × 2 × 1 = 24, etc.

Two other useful equations with factorials are n! = (n – 1)!(n) and (n + 1)! = (n!)(n + 1).
D. Any sequential ordering of a set’s elements is a permutation of the set. A permutation is a
way to choose elements one by one in a certain order.
The factorial is useful for inding how many permutations a set has. If a set of n objects is
being ordered from 1st to nth , there are n choices for the 1st object, n − 1 choices left for the
2nd object, n − 2 choices left for the 3rd object, and so on, until only 1 choice is left for the nth
object. So, by the multiplication principle, a set of n objects has n(n −1)(n − 2) . . . (3)(2)(1) = n!
permutations.

Example:
The set of letters A, B, and C has 3! = 6 permutations: ABC, ACB, BAC, BCA, CAB, and CBA.

E. When , each possible choice of k objects out of n objects is a combination of n

objects taken k at a time. The number of these combinations is written as . This is also the
number of k-element subsets of a set with n elements, since the combinations simply are these
subsets. It can be calculated as . Note that .

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Example:
The 2-element subsets of S = {A, B, C, D, E} are the combinations of the 5 letters in S taken
2 at a time. There are of these subsets: {A, B}, {A, C}, {A, D}, {A,
E}, {B, C}, {B, D}, {B, E}, {C, D}, {C, E}, and {D, E}.
For each of its 2-element subsets, a 5-element set also has exactly one 3-element subset
containing the elements not in that 2-element subset. For example, in S the 3-element
subset {C, D, E} contains the elements not in the 2-element subset {A, B}, the 3-element
subset {B, D, E} contains the elements not in the 2-element subset {A, C}, and so on. This
shows that a 5-element set like S has exactly as many 2-element subsets as 3-element
subsets, so .

4. Probability
A. Sets and counting methods are also important to discrete probability. Discrete probability
involves experiments with initely many possible outcomes. An event is a set of an
experiment’s possible outcomes.

Example:
Rolling a 6-sided die with faces numbered 1 to 6 is an experiment with six possible
outcomes. Let’s call these outcomes 1, 2, 3, 4, 5, and 6, each number being the one facing
up after the roll. Notice that no two outcomes can occur together. One event in this
experiment is that the outcome is 4. This event is written as {4}.
Another event in the experiment is that the outcome is an odd number. This event has the
three outcomes 1, 3, and 5. It is written as {1, 3, 5}.

B. The probability of an event E is written as P(E) and is a number between 0 and 1, inclusive. If
E is an empty set of no possible outcomes, then E is impossible, and P(E) = 0. If E is the set of
all possible outcomes of the experiment, then E is certain, and P(E) = 1. Otherwise, E is
possible but uncertain, and 0 < P(E) < 1. If F is a subset of E, then P(F) ≤ P(E).
C. If the probabilities of two or more outcomes of an experiment are equal, those outcomes are
equally likely. For an experiment whose outcomes are all equally likely, the probability of an
event E is .

Example:
In the earlier example of a 6-sided die rolled once, suppose all six outcomes are equally
likely. Then each outcome’s probability is . The probability that the outcome is an odd

number is

D. Given two events E and F, these further events are de ined:

i. “not E” is the set of outcomes not in E;
ii. “E or F” is the set of outcomes in E or F or both, that is, E ∪ F;
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iii. “E and F” is the set of outcomes in both E and F, that is, .

The probability that E doesn’t occur is P(not E) = l − P(E).
The probability that “E or F” occurs is P(E or F) = P(E) + P(F) − P(E and F). This is based on
the general addition rule for two sets, given above in Section 3.4.2.H.

Example:
In the example above of a 6-sided die rolled once, let E be the event {1, 3, 5} that the
outcome is an odd number. Let F be the event {2, 3, 5} that the outcome is a prime
number. Then . So,

The event “E or F” is E ∪ F = {1, 2, 3, 5}, so .

Events E and F are mutually exclusive if no outcomes are in . Then the event “E and F”
is impossible: P(E and F) = 0. The special addition rule for the probability of two mutually
exclusive events is P(E or F) = P(E) + P(F).
E. Two events A and B are independent if neither changes the other’s probability. The
multiplication rule for independent events E and F is P(E and F) = P(E)P(F).

Example:
In the example above of the 6-sided die rolled once, let A be the event {2, 4, 6} and B be
the event {5, 6}. Then A’s probability is . The probability of A

occurring if B occurs is , the same as P(A).

Likewise, B’s probability is . The probability of B occurring if A

occurs is , the same as P(B).

So, neither event changes the other’s probability. Thus, A and B are independent.
Therefore, by the multiplication rule for independent events,
.

Notice the event “A and B” is , so .

The general addition rule and the multiplication rule discussed above imply that if E and F are
independent, P(E or F) = P(E) + P(F) − P(E)P(F).
F. An event A is dependent on an event B if B changes the probability of A.
The probability of A occurring if B occurs is written as . So, the statement that A is
dependent on B can be written as .

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A general multiplication rule for any dependent or independent events A and B is

.

Example:
In the example of the 6-sided die rolled once, let A be the event {4, 6} and B be the event
{4, 5, 6}. Then the probability of A is . But the probability that A

occurs if B occurs is . Thus, , so A is

dependent on B.

Likewise, the probability that B occurs is . But the probability that B

occurs if A occurs is . Thus, , so B is

dependent on A.
In this example, by the general multiplication rule for events,
. Likewise,

Notice the event “A and B” is , so

.

G. The rules above can be combined for more complex probability calculations.

Example:
In an experiment with events A, B, and C, suppose P(A) = 0.23, P(B) = 0.40, and P(C) =
0.85. Also suppose events A and B are mutually exclusive, and events B and C are
independent. Since A and B are mutually exclusive, P(A or B) = P(A) + P(B) = 0.23 + 0.40 =
0.63.
Since B and C are independent, P(B or C) = P(B) + P(C) −P(B)P(C) = 0.40 + 0.85 − (0.40)
(0.85) = 0.91.
P(A or C) and P(A and C) can’t be found from the information given. But we can ind that
P(A) + P(C) = 1.08 > 1. So, P(A) + P(C) can’t equal P(A or C), which like any probability
cannot be greater than 1. This means that A and C can’t be mutually exclusive, and that
P(A and C) ≥ 0.08.
Since is a subset of A, we can also ind that P(A and C) ≤ P(A) = 0.23.
And C is a subset of , so P(A or C) ≥ P(C) = 0.85.
Thus, we’ve found that 0.85 ≤ P(A or C) ≤ 1 and that 0.08 ≤ P(A and C) ≤ 0.23.

5. Estimation
A. Calculating exact answers to complex math questions is often too hard or slow. Estimating the
answers by simplifying the questions may be easier and faster.

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One way to estimate is to round the numbers in the original question: replace each number
with a nearby number that has fewer digits.
For any integer n and real number m, you can round m down to a multiple of 10n by deleting
all of m’s digits to the right of the digit that stands for multiples of 10n.
To round m up to a multiple of 10n, irst add 10n to m, then round the result down.
To round m to the nearest 10n, irst ind the digit in m that stands for a multiple of 10n − 1. If
this digit is 5 or higher, round m up to a multiple of 10n. Otherwise, round m down to a
multiple of 10n.

Examples:
i. To round 7651.4 to the nearest hundred (multiple of 102), irst notice the digit
standing for tens (multiples of 101) is 5.
Since this digit is 5 or higher, round up:
First add 100 to the original number: 7651.4 + 100 = 7751.4.
Then drop all the digits to the right of the one standing for multiples of 100 to get
7700.
Notice that 7700 is closer to 7651.4 than 7600 is, so 7700 is the nearest 100.
ii. To round 0.43248 to the nearest thousandth (multiple of 10−3), irst notice the digit
standing for ten-thousandths (multiples of 10−4) is 4. Since 4 < 5, round down: just
drop all the digits to the right of the digit standing for thousandths to get 0.432.

B. Rounding can simplify complex calculations and give rough answers. If you keep more digits
of the original numbers, the answers are usually more exact, but the calculations take longer.

Example:

You can estimate the value of by rounding the numbers in

the dividend to the nearest 10 and the numbers in the divisor to the nearest 0.1:

C. Sometimes it’s easier to estimate by rounding to a multiple of a number other than 10, like the
nearest square or cube of an integer.

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Examples:
i. You can estimate the value of by noting irst that both the dividend and the
divisor are near multiples of 12: 2448 and 12. So, .

ii. You can estimate the value of by noting irst that each decimal

number in the expression is near the square of an integer: 8.96 ≈ 9 = 32, 24.82 ≈ 25
= 52, and 4.057 ≈ 4 = 22. So, .

D. Sometimes inding a range of possible values for an expression is more useful than inding a
single estimated value. The range’s upper bound is the smallest number found to be greater
than (or no less than) the expression’s value. The range’s lower bound is the largest number
found to be less than (or no greater than) the expression’s value.

Example:

In the equation , each decimal is greater than 2 and less than 3. So,

. Simplifying these fractions, we ind that x is in the range .

The range’s lower bound is , and the upper bound is .

6. Sequences and Series

A. A sequence is an algebraic function whose domain includes only positive integers. A function
a(n) that is a sequence can be written as an. Its value ai for a speci ic positive integer i is its ith
term. The domain of an in inite sequence is the set of all positive integers. For any positive
integer n, the domain of a inite sequence of length n is the set of the irst n positive integers.
An arithmetic sequence has the form an = b + cn, where b and c are constants. The irst term
of an arithmetic sequence is a1 = b + c. For each term ai, the next term ai + 1 = ai + c.

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Example:
i. The function whose domain is the set of all positive integers is an
in inite sequence an, . Its third term is its value at n = 3, which is .

ii. The same function restricted to the domain {1, 2, 3} is a inite

sequence of length 3 whose range is {1.2, 4.4, 9.6}.
iii. An in inite sequence like can be written out by listing its values in the
order b1, b2, b3, , b n, ; that is, −1, 2, −6, , (−1)n(n!),

The value (−1)n(n!) is the nth term of the sequence.

iv. The function a(n) = 2 + 3n whose domain is the positive integers is an arithmetic
sequence an. Its irst term is a1 = 5. For any positive integer i, ai + 1 = ai + 3. Thus, a2
= a1 + 3 = 8.

B. A series is the sum of a sequence’s terms.

For an in inite sequence a(n), the in inite series is the sum of the sequence’s in initely
many terms, a1 + a2 + a3 +

The sum of the irst k terms of sequence an is called a partial sum. It is written as , or a1
+ + ak.

Example:

The in inite series based on the function is . It’s the sum of

the in initely many terms

The partial sum of the irst three terms of the same function is

3.5 Reference Sheets

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Arithmetic and Decimals

ABSOLUTE VALUE: QUOTIENTS AND REMAINDERS:

is x if and −x if . The quotient q and the remainder r of dividing
positive integer x by positive integer y are
For any x and . unique positive integers such that
. y = xq + r and 0 ≤ r < x.
The remainder r is 0 if and only if y is divisible
EVEN AND ODD NUMBERS: by x. Then x is a factor of y.

Even × Even = Even Even × Odd = Even MULTIPLICATION AND DIVISION:

Odd × Odd = Odd Even + Even = Even

Even + Odd = Odd Odd + Odd = Even

If x ≠ 0, then .

is unde ined.
ADDITION AND SUBTRACTION:
xy = yx
x+0=x=x−0
x−x=0 If x ≠ 0 and y ≠ 0, then .
x+y=y+x
x − y = −(y − x) = −y + x (xy)z = x(yz)

(x + y) + z = x + (y + z) xy + xz = x(y + z)

If x and y are both positive, then x + y is also If y ≠ 0, then

positive.
If x and y are both positive, then xy is also
If x and y are both negative, then x + y is positive.
negative.
If x and y are both negative, then xy is positive.
DECIMALS: If x is positive and y is negative, then xy is
negative.
Add or subtract decimals by lining up their
decimal points: If xy = 0, then x = 0 or y = 0, or both.

17.6512 653.2700
+ 653.2700 −17.6512 SCIENTIFIC NOTATION:
670.9212 635.6188 To convert a number in scienti ic notation A ×
10n into regular decimal notation, move A’s
To multiply decimal A by decimal B: decimal point n places to the right if n is
First, ignore the decimal points, and multiply A positive, or places to the left if n is negative.
and B as if they were integers. To convert a decimal to scienti ic notation, move
Next, if decimal A has n digits to the right of its the decimal point n spaces so that exactly one
decimal point, and decimal B has m digits to the nonzero digit is to its left. Multiply the result by
right of its decimal point, place the decimal 10n if you moved the decimal point to the left or
point in A × B so it has m + n digits to its right. by 10–n if you moved it to the right.

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To divide decimal A by decimal B, irst move the

decimal points of A and B equally many digits to
the right until B is an integer, then divide as you
would integers.
Exponents

SQUARES, CUBES, AND SQUARE ROOTS: EXPONENTIATION:

Every positive number has two real square
roots, one positive and the other negative. The Formula Example
table below shows the positive square roots
rounded to the nearest hundredth. x1 = x 21 = 2

n n2 n3 x0 = 1 20 = 1

1 1 1 1 If x ≠ 0, then

2 4 8 1.41
If x > 1 and y > 1, then xy > 23 = 8 > 2
3 9 27 1.73 x.

4 16 64 2 If 0 < x < 1 and y > 1, then xy 0.23 = 0.008 <

< x. 0.2
5 25 125 2.24
(xy)z = xyz = (xz)y (23)4 = 212 =
6 36 216 2.45 (24)3

7 49 343 2.65
xy + z = xy xz 27 = 23 24
8 64 512 2.83
If x ≠ 0, then
9 81 729 3 .

10 100 1,000 3.16

(xz)y = xyzy 64 = 24 34

If z ≠ 0, then

If z ≠ 0, then

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Algebraic Expressions and Linear Equations

TRANSLATING WORDS INTO MATH OPERATIONS:

x+y x−y xy xy

x added to y x decreased by y x multiplied by y x divided by y x to the power of

x increased by y difference of x and the product of x and x over y y

x more than y y y the quotient of x and x to the y

th

y fewer than x x times y y power

x plus y
the sum of x and y less than x the ratio of x to y
If y = 2: If y = 2:
y x minus y
double x If y = 2: x squared
the total of x and x reduced by y
y twice x half of x
y subtracted from
x x halved
If y = 3: If y = 3:
triple x x cubed

MANIPULATING ALGEBRAIC EXPRESSIONS:

Technique Example

Factor to combine like terms 3xy − 9y = 3y(x − 3)

Divide out common factors

Multiply two expressions by multiplying each (3x − 4)(9y + x) = 3x(9y + x) − 4(9y + x)

term of one expression by each term of the = 3x(9y) + 3x(x) − 4(9y) − 4(x)
other
= 27xy + 3x2 − 36y − 4x

Substitute constants for variables If x = 3 and y = −2, then 3xy − x2 + y =

3(3)(−2) − (3)2 + (−2) = −18 − 9 − 2 = −29.

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SOLVING LINEAR EQUATIONS:

Technique Example

Isolate a variable on one side of an equation by Solve the equation like this:
doing the same operations on both sides of the
equation. (1) Multiply both sides by 3 to get 5x − 6 = 12.
(2) Add 6 to both sides to get 5x = 18.
(3) Divide both sides by 5 to get .

To solve two equations with two variables x and Solve the equations A: x − y = 2 and B: 3x + 2y =
y: 11:
(1) Express x in terms of y using one of the (1) From A, x = 2 + y.
equations. (2) In B, substitute 2 + y for x to get 3(2 + y) +
(2) Substitute that expression for x to make the 2y = 11.
second equation have only the variable y. (3) Solve B for y: 6 + 3y + 2y = 11
(3) Solve the second equation for y. 6 + 5y = 11
(4) Substitute the solution for y into the irst 5y = 5
equation to solve for x.
y=1
(4) Since y = 1, from A we ind x = 2 + 1 = 3.

Alternative technique: Solve the equations A: x − y = 2 and B: 3x + 2y =

(1) Multiply both sides of one equation or both 11:
equations so that the coef icients on y have the (1) Multiply both sides of A by 2 to get 2x − 2y
same absolute value in both equations. = 4.
(2) Add or subtract the two equations to (2) Add the equation in (1) to equation B:
remove y and solve for x. 2x − 2y + 3x + 2y = 4 + 11
(3) Substitute the solution for x into the irst 5x = 15
equation to ind the value of y.
x=3
(3) Since x = 3, from A we ind 3 − y = 2, so y =
1.

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Factoring, Quadratic Equations, and Inequalities

SOLVING EQUATIONS BY FACTORING:

Techniques Example

(1) Start with a polynomial equation. x3 − 2x2 + x = −5(x − 1)2

(2) Add or subtract from both sides until 0 is
x3 − 2x2 + x + 5(x – 1)2 = 0
on one side of the equation.
(3) Write the nonzero side as a product of (i) x(x2 – 2x + 1) + 5(x − 1)2 = 0
factors. (ii) x(x − 1)2 + 5(x − 1)2 = 0
(4) Set each factor to 0 to ind simple equations
(iii) (x + 5)(x − 1)2 = 0
giving the solution to the original equation.
x + 5 = 0 or x − 1 = 0. So, x = −5 or x = 1.

FORMULAS FOR FACTORING: THE QUADRATIC FORMULA:

a2 − b2 = (a − b)(a + b) For any quadratic equation ax2 + bx + c = 0 with
a ≠ 0, the roots are
a2 + 2ab + b2 = (a + b)(a + b)
a2 − 2ab + b2 = (a − b)(a − b)

These roots are two distinct real numbers if b2

− 4ac ≥ 0.
If b2 − 4ac = 0, the equation has only one root:
.

If b2 − 4ac < 0, the equation has no real roots.

SOLVING INEQUALITIES:

Explanation Example

As in solving an equation, the same number can To solve the inequality for x,
be added to or subtracted from both sides of
the inequality, or both sides can be multiplied isolate x:
or divided by a positive number, without
changing the order of the inequality. But (1) 5x − 1 > −6 (multiplying both sides by −2,
multiplying or dividing an inequality by a reversing the order of the
negative number reverses the order of the inequality)
inequality.
(2) 5x > −5 (add 1 to both sides)
Thus, 6 > 2, but (−1)(6) < (−1)(2).
(3) x > −1 (divide both sides by 5)

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LINES IN THE COORDINATE PLANE:

An equation y = mx + b de ines a line with slope m whose y-intercept is b.

For a line through two points (x1, y1) and (x2, y2) with x1 ≠ x2, the slope is . Given
the known point (x1, y1) and the slope m, any other point (x, y) on the line satis ies the equation
.

Above, the line’s slope is To ind an equation of the line, we can use the point
(3, −3):

So, the y-intercept is .

Find the x-intercept like this:

The graph shows both these intercepts.

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Rates, Ratios, and Percents

FRACTIONS: PERCENTS:
Equivalent or Equal Fractions:
Two fractions stand for the same number if
dividing each fraction’s numerator and
denominator by their greatest common divisor
To convert a percent to a decimal, drop the
makes the fractions identical.
percent sign, then move the decimal point two
Adding, Subtracting, Multiplying, and digits left.
Dividing Fractions:
To convert a decimal to a percent, add a percent
sign, then move the decimal point two digits
right.

PERCENT INCREASE OR DECREASE:

MIXED NUMBERS: The percent increase from x to y is

A mixed number of the form equals the

fraction . The percent decrease from x to y is

DISCOUNTS:
RATE: A price discounted by n percent becomes (100
distance = rate × time − n) percent of the original price.
A price discounted by n percent and then by m
PROFIT: percent becomes (100 − n)(100 − m) percent of
the original price.
Gross pro it = Revenues − Expenses, or
Gross pro it = Selling price − Cost. WORK:

INTEREST: , where r is how long one individual

Simple annual interest = takes to do an amount of work, s is how long a

second individual takes to do that much work,
(principal) × (interest rate) × (time) and h is how long they take to do that much
Compound interest over n periods = work when both are working at the same time.

(principal) × (1 + interest per period)n −

principal

MIXTURES:

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Number of units of a Amount of an ingredient per Total amount of that

substance or mixture unit of the substance or ingredient in the substance
mixture or mixture

Substance A X M X×M

Substance B Y N Y×N

Mixture of A X+Y (X × M) + (Y × N)
and B

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Statistics, Sets, and Counting Methods

STATISTICS:

Concept De inition for a set of n numbers ordered Example with data set {4, 4, 5, 7,
from least to greatest 10}

Mean The sum of the n numbers, divided by n

Median The middle number if n is odd; The mean 5 is the middle number in {4, 4, 5, 7,
of the two middle numbers if n is even. 10}.

Mode The number that appears most often in the 4 is the only number that appears
set more than once in {4, 4, 5, 7, 10}.

Range The largest number in the set minus the 10 − 4 = 6

smallest

Standard Calculate like this: (1) The mean is 6.

Deviation (1) Find the arithmetic mean, (2) −2, −2, −1, 1, 4
(2) Find the differences between each of (3) 4, 4, 1, 1, 16
the n numbers and the mean,
(4)
(3) Square each of the differences,
(4) Find the average of the squared (5)
differences, and
(5) Take the nonnegative square root of
this average.

SETS:

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Concept Notation for inite sets S Example

and T

Number of elements |S| S = { 5, 0, 1} is a set with |S| = 3.

Subset S ⊆ T (S is a subset of T); { 5, 0, 1} is a subset of { 5, 0, 1,

S ⊇ T (T is a subset of S) 4, 10}.

Union S∪T {3, 4} ∪ {4, 5, 6} = {3, 4, 5, 6}

Intersection S∩T {3, 4} ∩ {4, 5, 6} = {4}

The general addition rule for |S ∪ T| = |S| + |T| |S ∩ T| |{3, 4} ∪ {4, 5, 6}| =
two sets |{3, 4}| + |{4, 5, 6}| |{3, 4} ∩ {4,
5, 6}| =
|{3, 4}| + |{4, 5, 6}| |{4}| = 2 + 3
1 = 4.

COUNTING METHODS:

Concept and Equations Examples

Multiplication Principle: The number of possible choices of 1 element

The number of possible choices of 1 element apiece from the sets S = {−5, 0, 1}, T = {3, 4},
apiece from the sets A1, A2, . . ., An is and U = {3, 4, 5, 6} is
.

Factorial: 4! = 4 × 3 × 2 × 1 = 24
4! = 3! × 4

Permutations: The set of letters A, B, and C has 3! = 6

A set of n objects has n! permutations permutations: ABC, ACB, BAC, BCA, CAB, and
CBA.

Combinations: The number of 2-element subsets of set {A, B,

The number of possible choices of k objects C, D, E} is

from a set of n objects is .

The 10 subsets are: {A, B}, {A, C}, {A, D}, {A, E},
{B, C}, {B, D}, {B, E}, {C, D}, {C, E}, and {D, E}.

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Probability, Sequences, and Partial Sums

PROBABILITY:

Concept De inition, Notation, and Example: Rolling a die with 6

Equations numbered sides once

Event A set of outcomes of an experiment The event of the outcome being an

odd number is the set {1, 3, 5}.

Probability The probability P(E) of an event E is a If the 6 outcomes are equally likely,
number between 0 and 1, inclusive. If the probability of each outcome is .
each outcome is equally likely, P(E) =
The probability that the outcome is an
odd number is

Conditional The probability that E occurs if F

Probability
occurs is .

Not E The set of outcomes not in event E:

P(not E) = 1 − P(E).

E and F The set of outcomes in both E and F, For E = {1, 3, 5} and F = {2, 3, 5}: P(E
that is, E ∩ F; and F) = P(E ∩ F) = P({3, 5}) =
P(E and F) = P(E ∩ F) = P(F).

E or F The set of outcomes in E or F or both, For E = {1, 3, 5} and F = {2, 3, 5}: P(E
that is, E ∪ F; or F) = P(E) + P(F) − P(E and F) =
P(E or F) = P(E) + P(F) − P(E and F).

Dependent and E is dependent on F if ≠ For E = {2, 4, 6} and F = {5, 6}:

Independent P(E). E and F are independent if = P(E) = , and
Events neither is dependent on the other. If
E and F are independent, P(E and F) , so E and F are
= P(E)P(F). independent. Thus

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SEQUENCE: PARTIAL SUM:

An algebraic function whose domain contains The sum of the irst k terms of series an is
only positive integers.
a partial sum of the series.
Example: Function a(n) = n2 + with the
domain of all positive integers n = 1, 2, 3, ... is Example: For the function a(n) = n2 + , the
an in inite sequence an. partial sum of the irst three terms is

To register for the GMAT™ exam, go to www.mba.com/register

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4.0 Quantitative Reasoning

4.0 Quantitative Reasoning
The GMAT™ exam’s Quantitative Reasoning section tests your math skills in the areas reviewed in
Chapter 3, “Math Review”: Value, Order, Factors, Algebra, Equalities, Inequalities, Rates, Ratios,
Percents, Statistics, Sets, Counting, Probability, Estimation, and Series. Quantitative Reasoning
questions also test how well you reason mathematically, solve math problems, and interpret
graphic data. All the math needed to answer the questions is generally taught in secondary school
(or high school) math classes.
To answer a Quantitative Reasoning question, you pick one of ive answer choices. First study the
question to see what information it gives and what it’s asking you to do with that information.
Then scan the answer choices. If the problem seems simple, try to ind the answer quickly. Then
check your answer against the choices. If your answer isn’t among the choices, or if the problem is
complicated, think again about what the problem is asking you to do. Try to rule out some of the
choices. If you still can’t narrow down the answer to one choice, reread the question. It gives all
the information you need to ind the right answer. If you already know about the topic, don’t use
that knowledge to answer. Use only the information given.
You have 45 minutes to answer the 21 questions in the section. That’s an average of about two
minutes and nine seconds per question. You may run out of time if you spend too long on any one
question. If you ind yourself stuck on a question, just pick the answer that seems best, even if
you’re not sure. Guessing is not usually the best way to score high on the GMAT, but making an
educated guess is better than not answering.
Below are question-solving tips, directions for the section, and sample questions with an answer
key and answer explanations. These explanations also show strategies that may help you solve
other Quantitative Reasoning questions.

4.1 Tips for Answering Quantitative Reasoning Questions

1. Pace yourself.
Check the on-screen timer to see how much time you have left. Work carefully, but don’t take
too long double-checking an answer or struggling with a problem.
2. Use the erasable notepad provided.
Solving a problem step by step on the notepad may help you avoid mistakes. If the problem
doesn’t show a diagram, drawing your own may help.
3. Study each question to understand what it’s asking.
Approach word problems one step at a time. Read each sentence. When useful, translate the
problem into math expressions.
4. Scan all the answer choices before working on the problem.
By scanning the answer choices, you can avoid inding the answer in the wrong form. For
example, if the choices are all fractions like , work out the answer as a fraction, not as a

decimal like 0.25. Similarly, if the choices are all estimates, you can often take shortcuts. For
example, you may be able to estimate by rounding 48% to 50% if every answer choice is an
estimate.
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5. Don’t waste time on a problem that’s too hard for you.

Make your best guess. Then move on to the next question.
To register for the GMAT™ exam, go to www.mba.com/register

4.2 Practice Questions

Solve the problem and pick the best answer choice given.

Numbers: All numbers used are real numbers.

Figures: A igure in a Quantitative Reasoning question gives information useful in solving

the problem. Figures are drawn as accurately as possible, except as noted. Lines
shown as straight are straight. Lines that look jagged may also be straight. Points,
angles, regions, etc., are positioned as shown. All igures are lat unless otherwise
noted.

Questions 1 to 82 — Dif iculty: Easy

1. Working at a constant rate, a copy machine makes 20 copies of a one-page document per
minute. If the machine works at this constant rate, how many hours does it take to make 4,800
copies of a one-page document?
A. 4
B. 5
C. 6
D. 7
E. 8
2. If x + y = 2 and x2 + y2 = 2, what is the value of xy?
A. –2
B. –1
C. 0
D. 1
E. 2
3. The sum S of the irst n consecutive positive even integers is given by S = n(n + 1). For what
value of n is this sum equal to 110?
A. 10
B. 11
C. 12
D. 13
E. 14
4. 6(87.30 + 0.65) − 5(87.30) =
A. 3.90
B. 39.00

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C. 90.90
D. 91.20
E. 91.85
5. What is the value of x2yz – xyz2, if x = –2, y = 1, and z = 3?
A. 20
B. 24
C. 30
D. 32
E. 48
6. A souvenir vendor purchased 1,000 shirts for a special event at a price of $5 each. The vendor
sold 600 of the shirts on the day of the event for $12 each and 300 of the shirts in the week
following the event for $4 each. The vendor was unable to sell the remaining shirts. What was
the vendor’s gross pro it on the sale of these shirts?
A. $1,000
B. $2,200
C. $2,700
D. $3,000
E. $3,400
7. If x > y and y > z, which of the following represents the greatest number?
A. x – z
B. x – y
C. y – x
D. z – y
E. z – x
8. To order certain plants from a catalog, it costs $3.00 per plant, plus a 5 percent sales tax, plus
$6.95 for shipping and handling regardless of the number of plants ordered. If Company C
ordered these plants from the catalog at the total cost of $69.95, how many plants did
Company C order?
A. 22
B. 21
C. 20
D. 19
E. 18
9. A rug manufacturer produces rugs at a cost of $75 per rug. What is the manufacturer’s gross
pro it from the sale of 150 rugs if of the rugs are sold for $150 per rug and the rest are

sold for $200 per rug?

A. $10,350

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B. $11,250
C. $13,750
D. $16,250
E. $17,800
10. The value of Maureen’s investment portfolio has decreased by 5.8 percent since her initial
investment in the portfolio. If her initial investment was $16,800, what is the current value of
the portfolio?
A. $7,056.00
B. $14,280.00
C. $15,825.60
D. $16,702.56
E. $17,774.40
11. Company C produces toy trucks at a cost of $5.00 each for the irst 100 trucks and $3.50 for
each additional truck. If 500 toy trucks were produced by Company C and sold for $10.00
each, what was Company C’s gross pro it?
A. $2,250
B. $2,500
C. $3,100
D. $3,250
E. $3,500

Pro it or Loss
(in millions of dollars)

Division 1991 1992 1993 1994 1995

A 1.1 (3.4) 1.9 2.0 0.6

B (2.3) 5.5 (4.5) 3.9 (2.9)

C 10.0 (6.6) 5.3 1.1 (3.0)

12. The annual pro it or loss for the three divisions of Company T for the years 1991 through
1995 are summarized in the table shown, where losses are enclosed in parentheses. For
which division and which three consecutive years shown was the division’s pro it or loss for
the three-year period closest to $0?
A. Division A for 1991–1993
B. Division A for 1992–1994
C. Division B for 1991–1993
D. Division B for 1993–1995
E. Division C for 1992–1994

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13. Of the following, which is least?

A.

B.

C.

D.

E.

14. If the average (arithmetic mean) of 5 numbers j, j + 5, 2j – 1, 4j – 2, and 5j – 1 is 8, what is the

value of j?

A.

B.

C. 1
D. 3
E. 8
15. There are ive sales agents in a certain real estate of ice. One month Andy sold twice as many
properties as Ellen, Bob sold 3 more than Ellen, Cary sold twice as many as Bob, and Dora
sold as many as Bob and Ellen together. Who sold the most properties that month?
A. Andy
B. Bob
C. Cary
D. Dora
E. Ellen
16. In a ield day at a school, each child who competed in n events and scored a total of p points
was given an overall score of . Andrew competed in 1 event and scored 9 points. Jason
competed in 3 events and scored 5, 6, and 7 points, respectively. What was the ratio of
Andrew’s overall score to Jason’s overall score?

A.

B.

C.

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D.

E.

17. A certain work plan for September requires that a work team, working every day, produce an
average of 200 items per day. For the irst half of the month, the team produced an average of
150 items per day. How many items per day must the team average during the second half of
the month if it is to attain the average daily production rate required by the work plan?
A. 225
B. 250
C. 275
D. 300
E. 350
18. A company sells radios for $15.00 each. It costs the company $14.00 per radio to produce
1,000 radios and $13.50 per radio to produce 2,000 radios. How much greater will the
company’s gross pro it be from the production and sale of 2,000 radios than from the
production and sale of 1,000 radios?
A. $500
B. $1,000
C. $1,500
D. $2,000
E. $2,500
19. Which of the following represent positive numbers?
I. –3 – (–5)
II. (–3)(–5)
III. –5 – (–3)
A. I only
B. II only
C. III only
D. I and II
E. II and III
20. A grocer has 400 pounds of coffee in stock, 20 percent of which is decaffeinated. If the grocer
buys another 100 pounds of coffee of which 60 percent is decaffeinated, what percent, by
weight, of the grocer’s stock of coffee is decaffeinated?
A. 28%
B. 30%
C. 32%
D. 34%
E. 40%
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21. The toll T, in dollars, for a truck using a certain bridge is given by the formula T = 1.50 +
0.50(x – 2), where x is the number of axles on the truck. What is the toll for an 18-wheel truck
that has 2 wheels on its front axle and 4 wheels on each of its other axles?
A. $2.50
B. $3.00
C. $3.50
D. $4.00
E. $5.00
22. For what value of x between –4 and 4, inclusive, is the value of x2 – 10x + 16 the greatest?
A. –4
B. –2
C. 0
D. 2
E. 4

23. If x = – and y = – , what is the value of the expression –2x – y2?

A. –

B. –1
C. 1

D.

E.

24. If x – y = R and xy = S, then (x – 2)(y + 2) =

A. R + S – 4
B. R + 2S – 4
C. 2R – S – 4
D. 2R + S – 4
E. 2R + S
25. For positive integers a and b, the remainder when a is divided by b is equal to the remainder
when b is divided by a. Which of the following could be a value of ab?
I. 24
II. 30
III. 36
A. II only
B. III only
C. I and II only

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D. II and III only

E. I, II, and III
26. List S consists of the positive integers that are multiples of 9 and are less than 100. What is
the median of the integers in S?
A. 36
B. 45
C. 49
D. 54
E. 63
27. A rope 20.6 meters long is cut into two pieces. If the length of one piece of rope is 2.8 meters
shorter than the length of the other, what is the length, in meters, of the longer piece of rope?
A. 7.5
B. 8.9
C. 9.9
D. 10.3
E. 11.7
28. If x and y are integers and x − y is odd, which of the following must be true?
I. xy is even.
II. x2 + y2 is odd.
III. (x + y)2 is even.
A. I only
B. II only
C. III only
D. I and II only
E. I, II, and III
29. On Monday, the opening price of a certain stock was $100 per share and its closing price was
$110 per share. On Tuesday the closing price of the stock was 10 percent less than its closing
price on Monday, and on Wednesday the closing price of the stock was 4 percent greater than
its closing price on Tuesday. What was the approximate percent change in the price of the
stock from its opening price on Monday to its closing price on Wednesday?
A. A decrease of 6%
B. A decrease of 4%
C. A decrease of 1%
D. An increase of 3%
E. An increase of 4%
30. 1 − 0.000001 =
A. (1.01) (0.99)
B. (1.11) (0.99)
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C. (1.001) (0.999)
D. (1.111) (0.999)
E. (1.0101) (0.0909)
31. In a certain history class of 17 juniors and seniors, each junior has written 2 book reports
and each senior has written 3 book reports. If the 17 students have written a total of 44 book
reports, how many juniors are in the class?
A. 7
B. 8
C. 9
D. 10
E. 11
32. |−4|(|−20|−|5|) =
A. −100
B. −60
C. 60
D. 75
E. 100
33. Of the total amount that Jill spent on a shopping trip, excluding taxes, she spent 50 percent on
clothing, 20 percent on food, and 30 percent on other items. If Jill paid a 4 percent tax on the
clothing, no tax on the food, and an 8 percent tax on all other items, then the total tax that she
paid was what percent of the total amount that she spent, excluding taxes?
A. 2.8%
B. 3.6%
C. 4.4%
D. 5.2%
E. 6.0%
34. How many integers x satisfy both 2 < x ≤ 4 and 0 ≤ x ≤ 3?
A. 5
B. 4
C. 3
D. 2
E. 1
35. At the opening of a trading day at a certain stock exchange, the price per share of stock K was
$8. If the price per share of stock K was $9 at the closing of the day, what was the percent
increase in the price per share of stock K for that day?
A. 1.4%
B. 5.9%
C. 11.1%

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D. 12.5%
E. 23.6%

36. As shown in the diagram above, a lever resting on a fulcrum has weights of w1 pounds and w2
pounds, located d1 feet and d2 feet from the fulcrum. The lever is balanced and w1d1 = w2d2.
Suppose w1 is 50 pounds and w2 is 30 pounds. If d1 is 4 feet less than d2, what is d2, in feet?
A. 1.5
B. 2.5
C. 6
D. 10
E. 20
37. If r and s are positive integers such that (2r) (4s) = 16, then 2r + s =
A. 2
B. 3
C. 4
D. 5
E. 6
38. Three people each contributed x dollars toward the purchase of a car. They then bought the
car for y dollars, an amount less than the total number of dollars contributed. If the excess
amount is to be refunded to the three people in equal amounts, each person should receive a
refund of how many dollars?

A.

B.

C.

D.

E. 3(x – y)
39. Last week Jack worked 70 hours and earned $1,260. If he earned his regular hourly wage for
the irst 40 hours worked, times his regular hourly wage for the next 20 hours worked,

and 2 times his regular hourly wage for the remaining 10 hours worked, what was his regular
hourly wage?

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A. $7.00
B. $14.00
C. $18.00
D. $22.00
E. $31.50
40. If a and b are positive integers and (2a)b = 23, what is the value of 2a 2b?
A. 6
B. 8
C. 16
D. 32
E. 64
41. Five machines at a certain factory operate at the same constant rate. If four of these machines,
operating simultaneously, take 30 hours to ill a certain production order, how many fewer
hours does it take all ive machines, operating simultaneously, to ill the same production
order?
A. 3
B. 5
C. 6
D. 16
E. 24
42. A certain toll station on a highway has 7 tollbooths, and each tollbooth collects $0.75 from
each vehicle that passes it. From 6 o’clock yesterday morning to 12 o’clock midnight, vehicles
passed each of the tollbooths at the average rate of 4 vehicles per minute. Approximately how
much money did the toll station collect during that time period?
A. $1,500
B. $3,000
C. $11,500
D. $23,000
E. $30,000
43. How many integers between 1 and 16, inclusive, have exactly 3 different positive integer
factors?
(Note: 6 is NOT such an integer because 6 has 4 different positive integer factors: 1, 2, 3, and
6.)
A. 1
B. 2
C. 3
D. 4
E. 6

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44. Stephanie has 2 cups of milk on hand and makes 2 batches of cookies, using cup of milk

for each batch of cookies. Which of the following describes the amount of milk remaining after
she makes the cookies?

A. Less than cup

B. Between cup and cup

C. Between cup and 1 cup

D. Between 1 cup and 1 cups

E. More than 1 cups

45. The expression n! is de ined as the product of the integers from 1 through n. If p is the
product of the integers from 100 through 299 and q is the product of the integers from 200
through 299, which of the following is equal to ?

A. 99!
B. 199!

C.

D.

E.

46. A school club plans to package and sell dried fruit to raise money. The club purchased 12
containers of dried fruit, each containing 16 pounds. What is the maximum number of

individual bags of dried fruit, each containing pounds, that can be sold from the dried fruit
the club purchased?
A. 50
B. 64
C. 67
D. 768
E. 804

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Height Price

Less than 5 ft $14.95

5 ft to 6 ft $17.95

Over 6 ft $21.95

47. A nursery sells fruit trees priced as shown in the chart above. In its inventory 54 trees are less
than 5 feet in height. If the expected revenue from the sale of its entire stock is estimated at
$2,450, approximately how much of this will come from the sale of trees that are at least 5
feet tall?
A. $1,730
B. $1,640
C. $1,410
D. $1,080
E. $810
48. A certain bridge is 4,024 feet long. Approximately how many minutes does it take to cross this
bridge at a constant speed of 20 miles per hour? (1 mile = 5,280 feet)
A. 1
B. 2
C. 4
D. 6
E. 7
49. A purse contains 57 coins, all of which are nickels, dimes, or quarters. If the purse contains x
dimes and 8 more nickels than dimes, which of the following gives the number of quarters the
purse contains in terms of x?
A. 2x − 49
B. 2x + 49
C. 2x − 65
D. 49 − 2x
E. 65 − 2x
50. The annual interest rate earned by an investment increased by 10 percent from last year to
this year. If the annual interest rate earned by the investment this year was 11 percent, what
was the annual interest rate last year?
A. 1%
B. 1.1%
C. 9.1%
D. 10%
E. 10.8%

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51. A total of 5 liters of gasoline is to be poured into two empty containers with capacities of 2
liters and 6 liters, respectively, such that both containers will be illed to the same percent of
their respective capacities. What amount of gasoline, in liters, must be poured into the 6-liter
container?

A.

B. 4

C.

D. 3

E.

52. What is the larger of the 2 solutions of the equation x2 – 4x = 96?

A. 8
B. 12
C. 16
D. 32
E. 100

53. In the formula shown, if g is a constant and x = –6 when t = 2, what is the value of x when t =
4?
A. –24
B. –20
C. –15
D. 20
E. 24

54. is approximately

A. 0.02
B. 0.2
C. 2
D. 20
E. 200
55. The “prime sum” of an integer n greater than 1 is the sum of all the prime factors of n,
including repetitions. For example, the prime sum of 12 is 7, since 12 = 2 × 2 × 3 and 2 + 2 + 3
= 7. For which of the following integers is the prime sum greater than 35?
A. 440
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B. 512
C. 620
D. 700
E. 750
56. Each machine at a toy factory assembles a certain kind of toy at a constant rate of one toy
every 3 minutes. If 40 percent of the machines at the factory are to be replaced by new
machines that assemble this kind of toy at a constant rate of one toy every 2 minutes, what
will be the percent increase in the number of toys assembled in one hour by all the machines
at the factory, working at their constant rates?
A. 20%
B. 25%
C. 30%
D. 40%
E. 50%
57. When a subscription to a new magazine was purchased for m months, the publisher offered a
discount of 75 percent off the regular monthly price of the magazine. If the total value of the
discount was equivalent to buying the magazine at its regular monthly price for 27 months,
what was the value of m?
A. 18
B. 24
C. 30
D. 36
E. 48
58. At a garage sale, all of the prices of the items sold were different. If the price of a radio sold at
the garage sale was both the 15th highest price and the 20th lowest price among the prices of
the items sold, how many items were sold at the garage sale?
A. 33
B. 34
C. 35
D. 36
E. 37
59. Half of a large pizza is cut into 4 equal-sized pieces, and the other half is cut into 6 equal-sized
pieces. If a person were to eat 1 of the larger pieces and 2 of the smaller pieces, what fraction
of the pizza would remain uneaten?

A.

B.

C.

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D.

E.

60. If a = 1 + + + and b = 1 + a, then what is the value of a – b?

A. –

B. –

C. –

D.

E.

61. In a certain learning experiment, each participant had three trials and was assigned, for each
trial, a score of either –2, –1, 0, 1, or 2. The participant’s inal score consisted of the sum of the
irst trial score, 2 times the second trial score, and 3 times the third trial score. If Anne
received scores of 1 and –1 for her irst two trials, not necessarily in that order, which of the
following could NOT be her inal score?
A. –4
B. –2
C. 1
D. 5
E. 6
62. For all positive integers m and v, the expression m Θ v represents the remainder when m is
divided by v. What is the value of ((98 Θ 33) Θ 17) − (98 Θ (33 Θ 17))?
A. −10
B. −2
C. 8
D. 13
E. 17

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63. The chart above shows year-end values for Darnella’s investments. For just the stocks, what
was the increase in value from year-end 2000 to year-end 2003?
A. $1,000
B. $2,000
C. $3,000
D. $4,000
E. $5,000

64. If the sum of the reciprocals of two consecutive odd integers is , then the greater of the two

integers is
A. 3
B. 5
C. 7
D. 9
E. 11
65. What is the sum of the odd integers from 35 to 85, inclusive?
A. 1,560
B. 1,500
C. 1,240
D. 1,120
E. 1,100

66. For all numbers a, b, c, and d, is de ined by the equation . Which of

the following is equal to ?

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A.

B.

C.

D.

E.

67. In a certain sequence, each term after the irst term is one-half the previous term. If the tenth
term of the sequence is between 0.0001 and 0.001, then the twelfth term of the sequence is
between
A. 0.0025 and 0.025
B. 0.00025 and 0.0025
C. 0.000025 and 0.00025
D. 0.0000025 and 0.000025
E. 0.00000025 and 0.0000025
68. A certain drive-in movie theater has a total of 17 rows of parking spaces. There are 20
parking spaces in the irst row and 21 parking spaces in the second row. In each subsequent
row there are 2 more parking spaces than in the previous row. What is the total number of
parking spaces in the movie theater?
A. 412
B. 544
C. 596
D. 632
E. 692
69. Ada and Paul received their scores on three tests. On the irst test, Ada’s score was 10 points
higher than Paul’s score. On the second test, Ada’s score was 4 points higher than Paul’s
score. If Paul’s average (arithmetic mean) score on the three tests was 3 points higher than
Ada’s average score on the three tests, then Paul’s score on the third test was how many
points higher than Ada’s score?
A. 9
B. 14
C. 17
D. 23
E. 25

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70. The price of a certain stock increased by 0.25 of 1 percent on a certain day. By what fraction
did the price of the stock increase that day?

A.

B.

C.

D.

E.

71. For each trip, a taxicab company charges $4.25 for the irst mile and $2.65 for each additional
mile or fraction thereof. If the total charge for a certain trip was $62.55, how many miles at
most was the trip?
A. 21
B. 22
C. 23
D. 24
E. 25
72. When 24 is divided by the positive integer n, the remainder is 4. Which of the following
statements about n must be true?
I. n is even.
II. n is a multiple of 5.
III. n is a factor of 20.
A. III only
B. I and II only
C. I and III only
D. II and III only
E. I, II, and III
73. Terry needs to purchase some pipe for a plumbing job that requires pipes with lengths of 1 ft
4 in, 2 ft 8 in, 3 ft 4 in, 3 ft 8 in, 4 ft 8 in, 5 ft 8 in, and 9 ft 4 in. The store from which Terry will
purchase the pipe sells pipe only in 10-ft lengths. If each 10-ft length can be cut into shorter
pieces, what is the minimum number of 10-ft pipe lengths that Terry needs to purchase for the
plumbing job?
(Note: 1 ft = 12 in)
A. 3
B. 4
C. 5

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D. 6
E. 7

74. What is the thousandths digit in the decimal equivalent of ?

A. 0
B. 1
C. 3
D. 5
E. 6
75. If a equals the sum of the even integers from 2 to 20, inclusive, and b equals the sum of the
odd integers from 1 to 19, inclusive, what is the value of a – b?
A. 1
B. 10
C. 19
D. 20
E. 21
76. If a, b, c, and d are consecutive even integers and a < b < c < d, then a + b is how much less
than c + d?
A. 2
B. 4
C. 6
D. 8
E. 10
77. A retailer sold an appliance for $80. If the retailer’s gross pro it on the appliance was 25
percent of the retailer’s cost for the appliance, how many dollars was the retailer’s gross
pro it?
A. $10
B. $16
C. $20
D. $24
E. $25
78. Beth has a collection of 8 boxes of clothing for a charity, and the average (arithmetic mean)
number of pieces of clothing per box is c. If she replaces a box in the collection that contains
12 pieces of clothing with a box that contains 22 pieces of clothing, what is the average
number of pieces of clothing per box for the new collection, in terms of c?
A. c −

B. c +

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C. 8 −

D. 8 +

E. 8c − 10

79. The value of the expression above is closest to which of the following?
A. 0.0001
B. 0.001
C. 0.01
D. 1
E. 10
80. If x + 1 = t and t = 3 − x, then x =
A. −2
B. −1
C. 0
D. 1
E. 2
81. If x = kc and y = kt, then y − x =
A. k(t − c)
B. k(c − t)
C. c(k − t)
D. t(k − c)
E. k(1 − t)
82. If k is a positive even integer, which of the following must be an odd integer?
I. k2 − 3k + 4
II. k5 + 3
III. 7k − 7
A. II only
B. III only
C. I and III only
D. II and III only
E. I, II, and III
Questions 83 to 147 — Dif iculty: Medium

83. If the result obtained when 2 is subtracted from 5x is equal to the sum of 10 and 3x, what is

the value of x?

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A. –22
B. –4
C. 4
D. 18
E. 22
84. If Car A took n hours to travel 2 miles and Car B took m hours to travel 3 miles, which of the
following expresses the time it would take Car C, traveling at the average (arithmetic mean) of
those rates, to travel 5 miles?
A.

B.

C.

D.

E.

85. If x, y, and k are positive and x is less than y, then is

A. 1

B. greater than

C. equal to

D. less than

E. less than or greater than , depending on the value of k

86. Consider the following set of inequalities: p > q, s > r, q > t, s > p, and r > q. Between which two
quantities is no relationship established?
A. p and r
B. s and t
C. s and q
D. p and t
E. r and t
87. Carl averaged 2m miles per hour on a trip that took him h hours. If Ruth made the same trip
in h hours, what was her average speed in miles per hour?

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A. mh

B. mh

C. m
D. m

E. 3m
88. Of three persons, two take relish, two take pepper, and two take salt. The one who takes no
salt takes no pepper, and the one who takes no pepper takes no relish. Which of the following
statements must be true?
I. The person who takes no salt also takes no relish.
II. Any of the three persons who takes pepper also takes relish and salt.
III. The person who takes no relish is not one of those who takes salt.
A. I only
B. II only
C. III only
D. I and II only
E. I, II, and III
89. If the smaller of 2 consecutive odd integers is a multiple of 5, which of the following could
NOT be the sum of these 2 integers?
A. –8
B. 12
C. 22
D. 52
E. 252

90. Eight light bulbs numbered 1 through 8 are arranged in a circle as shown above. The bulbs
are wired so that every third bulb, counting in a clockwise direction, lashes until all bulbs
have lashed once. If the bulb numbered 1 lashes irst, which numbered bulb will lash last?
A. 2
B. 3
C. 4
D. 6
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E. 7
Closing Prices of Stock X
During a Certain Week
(in dollars)

Monday Tuesday Wednesday Thursday Friday

21 19 22 23

91. A certain inancial analyst de ines the “volatility” of a stock during a given week to be the
result of the following procedure: ind the absolute value of the difference in the stock’s
closing price for each pair of consecutive days in the week and then ind the average
(arithmetic mean) of these 4 values. What is the volatility of Stock X during the week shown in
the table?
A. 0.50
B. 1.80
C. 2.00
D. 2.25
E. 2.50

92. If y = , for what value of x will the value of y be greatest?

A. –5

B.

C. 0

D.

E.

93. What values of x have a corresponding value of y that satis ies both xy > 0 and xy = x + y?
A.
B.
C.
D. x > 1
E. All real numbers
94. Employee X’s annual salary is $12,000 more than half of Employee Y’s annual salary.
Employee Z’s annual salary is $15,000 more than half of Employee X’s annual salary. If
Employee X’s annual salary is $27,500, which of the following lists these three people in order
of increasing annual salary?
A. Y, Z, X
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B. Y, X, Z
C. Z, X, Y
D. X, Y, Z
E. X, Z, Y

95. The formula above gives the contribution C, in dollars, to a certain pro it-sharing plan for a
participant with a salary of s dollars. How many more dollars is the contribution for a
participant with a salary of $70,000 than for a participant with a salary of $50,000?
A. $800
B. $1,400
C. $2,000
D. $2,400
E. $2,800
96. Next month, Ron and Cathy will each begin working part-time at of their respective current
salaries. If the sum of their reduced salaries will be equal to Cathy’s current salary, then Ron’s
current salary is what fraction of Cathy’s current salary?
A.

B.

C.

D.

E.

97. David and Ron are ordering food for a business lunch. David thinks that there should be twice
as many sandwiches as there are pastries, but Ron thinks the number of pastries should be 12
more than one-fourth of the number of sandwiches. How many sandwiches should be
ordered so that David and Ron can agree on the number of pastries to order?
A. 12
B. 16
C. 20
D. 24
E. 48
98. The cost of purchasing each box of candy from a certain mail order catalog is v dollars per
pound of candy, plus a shipping charge of h dollars. How many dollars does it cost to
purchase 2 boxes of candy, one containing s pounds of candy and the other containing t
pounds of candy, from this catalog?

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A. h + stv
B. 2h + stv
C. 2hstv
D. 2h + s + t + v
E. 2h + v(s + t)

99. If , then

A.

B.

C. 3x2 – 4
D. 3x – 4
E. 3x + 4
100. If x2 + bx + 5 = (x + c)2 for all numbers x, where b and c are positive constants, what is the
value of b?
A.

B.

C.

D.
E. 10
101. Last year Shannon listened to a certain public radio station 10 hours per week and
contributed $35 to the station. Of the following, which is closest to Shannon’s contribution per
minute of listening time last year?
A. $0.001
B. $0.010
C. $0.025
D. $0.058
E. $0.067
102. Each of the 20 employees at Company J is to receive an end-of-year bonus this year. Agnes will
receive a larger bonus than any other employee, but only $500 more than Cheryl will receive.
None of the employees will receive a smaller bonus than Cheryl. If the amount of money to be
distributed in bonuses at Company J this year totals $60,000, what is the largest bonus Agnes
can receive?
A. $3,250
B. $3,325
C. $3,400
D. $3,475
E. $3,500
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103. Beth, Naomi, and Juan raised a total of $55 for charity. Naomi raised $5 less than Juan, and
Juan raised twice as much as Beth. How much did Beth raise?
A. $9
B. $10
C. $12
D. $13
E. $15
104. The set of solutions for the equation (x2 – 25)2 = x2 – 10x + 25 contains how many real
numbers?
A. 0
B. 1
C. 2
D. 3
E. 4
105. An aerosol can is designed so that its bursting pressure, B, in pounds per square inch, is
120% of the pressure, F, in pounds per square inch, to which it is initially illed. Which of the
following formulas expresses the relationship between B and F?
A. B = 1.2F
B. B = 120F
C. B = 1 + 0.2F

D.

E.

106. The average (arithmetic mean) of the positive integers x, y, and z is 3. If x < y < z, what is the
greatest possible value of z?
A. 5
B. 6
C. 7
D. 8
E. 9
107. The product of 3,305 and the 1-digit integer x is a 5-digit integer. The units (ones) digit of the
product is 5 and the hundreds digit is y. If A is the set of all possible values of x and B is the set
of all possible values of y, then which of the following gives the members of A and B?

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A B

(A) {1, 3, 5, 7, 9} {0, 1, 2, 3, 4, 5, 6, 7, 8, 9}

(B) {1, 3, 5, 7, 9} {1, 3, 5, 7, 9}

(C) {3, 5, 7, 9} {1, 5, 7, 9}

(D) {5, 7, 9} {1, 5, 7}

(E) {5, 7, 9} {1, 5, 9}

108. If x and y are integers such that 2 < x ≤ 8 and 2 < y ≤ 9, what is the maximum value of ?

A. –3

B. 0

C.

D.

E. 2
109. Items that are purchased together at a certain discount store are priced at $3 for the irst item
purchased and $1 for each additional item purchased. What is the maximum number of items
that could be purchased together for a total price that is less than $30?
A. 25
B. 26
C. 27
D. 28
E. 29
110. What is the least integer z for which (0.000125)(0.0025)(0.00000125) × 10z is an integer?
A. 18
B. 10
C. 0
D. −10
E. −18
111. The average (arithmetic mean) length per ilm for a group of 21 ilms is t minutes. If a ilm
that runs for 66 minutes is removed from the group and replaced by one that runs for 52
minutes, what is the average length per ilm, in minutes, for the new group of ilms, in terms of
t?

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A.

B.

C. 21t + 14

D.

E.

112. A garden center sells a certain grass seed in 5-pound bags at $13.85 per bag, 10-pound bags
at $20.43 per bag, and 25-pound bags at $32.25 per bag. If a customer is to buy at least 65
pounds of the grass seed, but no more than 80 pounds, what is the least possible cost of the
grass seed that the customer will buy?
A. $94.03
B. $96.75
C. $98.78
D. $102.07
E. $105.36
113. If x = −|w|, which of the following must be true?
A. x = −w
B. x = w
C. x2 = w
D. x2 = w2
E. x3 = w3
114. A certain inancial institution reported that its assets totaled $2,377,366.30 on a certain day. Of
this amount, $31,724.54 was held in cash. Approximately what percent of the reported assets
was held in cash on that day?
A. 0.00013%
B. 0.0013%
C. 0.013%
D. 0.13%
E. 1.3%
AB
+ BA
AAC
115. In the correctly worked addition problem shown, where the sum of the two-digit positive
integers AB and BA is the three-digit integer AAC, and A, B, and C are different digits, what is
the units digit of the integer AAC?
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A. 9
B. 6
C. 3
D. 2
E. 0
116. The hard drive, monitor, and printer for a certain desktop computer system cost a total of
$2,500. The cost of the printer and monitor together is equal to of the cost of the hard

drive. If the cost of the printer is $100 more than the cost of the monitor, what is the cost of
the printer?
A. $800
B. $600
C. $550
D. $500
E. $350

117. Given the inequalities above, which of the following CANNOT be the value of r?
A. −20
B. −5
C. 0
D. 5
E. 20
118. If m is an even integer, v is an odd integer, and m > v > 0, which of the following represents the
number of even integers less than m and greater than v?

A.

B.

C.

D. m – v – 1
E. m – v
119. A positive integer is divisible by 9 if and only if the sum of its digits is divisible by 9. If n is a
positive integer, for which of the following values of k is 25 × 10n + k × 102n divisible by 9?
A. 9
B. 16

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C. 23
D. 35
E. 47

120. On the number line, the shaded interval is the graph of which of the following inequalities?
A. |x| ≤ 4
B. |x| ≤ 8
C. |x − 2| ≤ 4
D. |x − 2| ≤ 6
E. |x + 2| ≤ 6
121. Last year members of a certain professional organization for teachers consisted of teachers
from 49 different school districts, with an average (arithmetic mean) of 9.8 schools per
district. Last year the average number of teachers at these schools who were members of the
organization was 22. Which of the following is closest to the total number of members of the
organization last year?
A. 107
B. 106
C. 105
D. 104
E. 103

122. Of all the students in a certain dormitory, are irst-year students and the rest are second-

year students. If of the irst-year students have not declared a major and if the fraction of

second-year students who have declared a major is 3 times the fraction of irst-year students
who have declared a major, what fraction of all the students in the dormitory are second-year
students who have not declared a major?

A.

B.

C.

D.

E.

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123. If the average (arithmetic mean) of x, y, and z is 7x and x ≠ 0, what is the ratio of x to the sum
of y and z?
A. 1:21
B. 1:20
C. 1:6
D. 6:1
E. 20:1
124. Jonah drove the irst half of a 100-mile trip in x hours and the second half in y hours. Which
of the following is equal to Jonah’s average speed, in miles per hour, for the entire trip?

A.

B.

C.

D.

E.

125. If the amount of federal estate tax due on an estate valued at $1.35 million is $437,000 plus 43
percent of the value of the estate in excess of $1.25 million, then the federal tax due is
approximately what percent of the value of the estate?
A. 30%
B. 35%
C. 40%
D. 45%
E. 50%
7x + 6y ≤ 38,000
4x + 5y ≤ 28,000
126. A manufacturer wants to produce x balls and y boxes. Resource constraints require that x and
y satisfy the inequalities shown. What is the maximum number of balls and boxes combined
that can be produced given the resource constraints?
A. 5,000
B. 6,000
C. 7,000
D. 8,000
E. 10,000

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127. If = x%, then x =

A. 0.3
B. 0.03
C. 0.003
D. 0.0003
E. 0.00003
128. What is the remainder when 324 is divided by 5?
A. 0
B. 1
C. 2
D. 3
E. 4
129. José has a collection of 100 coins, consisting of nickels, dimes, quarters, and half-dollars. If he
has a total of 35 nickels and dimes, a total of 45 dimes and quarters, and a total of 50 nickels
and quarters, how many half-dollars does he have?
A. 15
B. 20
C. 25
D. 30
E. 35

130. David used part of $100,000 to purchase a house. Of the remaining portion, he invested of

it at 4 percent simple annual interest and of it at 6 percent simple annual interest. If after a

year the income from the two investments totaled $320, what was the purchase price of the
house?
A. $96,000
B. $94,000
C. $88,000
D. $75,000
E. $40,000
131. A certain manufacturer sells its product to stores in 113 different regions worldwide, with an
average (arithmetic mean) of 181 stores per region. If last year these stores sold an average
of 51,752 units of the manufacturer’s product per store, which of the following is closest to
the total number of units of the manufacturer’s product sold worldwide last year?
A. 106
B. 107
C. 108
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D. 109
E. 1010
132. Andrew started saving at the beginning of the year and had saved $240 by the end of the year.
He continued to save and by the end of 2 years had saved a total of $540. Which of the
following is closest to the percent increase in the amount Andrew saved during the second
year compared to the amount he saved during the irst year?
A. 11%
B. 25%
C. 44%
D. 56%
E. 125%
133. If x is a positive integer, r is the remainder when x is divided by 4, and R is the remainder
when x is divided by 9, what is the greatest possible value of r2 + R?
A. 25
B. 21
C. 17
D. 13
E. 11
134. Each of the nine digits 0, 1, 1, 4, 5, 6, 8, 8, and 9 is used once to form 3 three-digit integers.
What is the greatest possible sum of the 3 integers?
A. 1,752
B. 2,616
C. 2,652
D. 2,775
E. 2,958
135. Given that 12 + 22 + 32 + … + 102 = 385, what is the value of 32 + 62 + 92 + … + 302?
A. 1,155
B. 1,540
C. 1,925
D. 2,310
E. 3,465
136. If water is leaking from a certain tank at a constant rate of 1,200 milliliters per hour, how
many seconds does it take for 1 milliliter of water to leak from the tank?
A.

B.

C. 2

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D. 3
E. 20
137. When the positive integer k is divided by the positive integer n, the remainder is 11. If =
81.2, what is the value of n?
A. 9
B. 20
C. 55
D. 70
E. 81
138. The total area of a certain continent is approximately 3.8 × 1016 square inches. Which of the
following is closest to the area of the continent, in square miles? (1 square mile is
approximately 4.0 × 109 square inches.)
A. 6.7 × 105
B. 2.0 × 106
C. 9.5 × 106
D. 1.1 × 107
E. 9.5 × 108

139. If xy = 1, what is the value of ?

A. 2
B. 4
C. 8
D. 16
E. 32
140. Of the 20 members of a kitchen crew, 17 can use the meat-cutting machine, 18 can use the
bread-slicing machine, and 15 can use both machines. If one member of the crew is to be
chosen at random, what is the probability that the member chosen will be someone who
cannot use either machine?
A. 0
B.

C.

D.

E.

141. Which of the following is an integer?

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I.

II.

III.

A. I only
B. II only
C. III only
D. I and II only
E. I, II, and III
142. The function f is de ined for all nonzero x by the equation f(x) = x − . If x ≠ 0, which of the
following equals ?

A. f(x)
B. f(−x)
C.

D.

E.

143. In the arithmetic sequence t1, t2, t3, …, tn, …, t1 = 23 and tn = tn − 1 − 3 for each n > 1. What is
the value of n when tn = −4?
A. −1
B. 7
C. 10
D. 14
E. 20
144. How many seconds will it take for a car that is traveling at a constant rate of 45 miles per hour
to travel a distance of 220 yards? (1 mile = 1,760 yards)
A. 8
B. 9
C. 10
D. 11
E. 12
145. A store’s selling price of $2,240 for a certain computer would yield a pro it of 40 percent of
the store’s cost for the computer. What selling price would yield a pro it of 50 percent of the
computer’s cost?
A. $2,400
B. $2,464
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C. $2,650
D. $2,732
E. $2,800
146. If a certain coin is lipped, the probability that the coin will land heads up is . If the coin is
lipped 5 times, what is the probability that it will land heads up on the irst 3 lips and not on
the last 2 lips?
A.

B.

C.

D.

E.

147. The operation ⊗ is de ined for all nonzero numbers a and b by a ⊗ b = − . If x and y are
nonzero numbers, which of the following statements must be true?
I. x ⊗ xy = x(1 ⊗ y)
II. x ⊗ y = −(y ⊗ x)
III. ⊗ =y⊗x

A. I only
B. II only
C. III only
D. I and II
E. II and III
Questions 148 to 203 — Dif iculty: Hard
148. Two numbers differ by 2 and sum to S. Which of the following is the greater of the numbers in
terms of S?

A. –1

B.

C. +

D. +1

E. +2

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149. If m is an integer and m = 1032 – 32, what is the sum of the digits of m?
A. 257
B. 264
C. 275
D. 284
E. 292
150. In a numerical table with 10 rows and 10 columns, each entry is either a 9 or a 10. If the
number of 9s in the nth row is n – 1 for each n from 1 to 10, what is the average (arithmetic
mean) of all the numbers in the table?
A. 9.45
B. 9.50
C. 9.55
D. 9.65
E. 9.70
151. In 2004, the cost of 1 year-long print subscription to a certain newspaper was $4 per week. In
2005, the newspaper introduced a new rate plan for 1 year-long print subscription: $3 per
week for the irst 40 weeks of 2005 and $2 per week for the remaining weeks of 2005. How
much less did 1 year-long print subscription to this newspaper cost in 2005 than in 2004?
A. $64
B. $78
C. $112
D. $144
E. $304
152. A positive integer n is a perfect number provided that the sum of all the positive factors of n,
including 1 and n, is equal to 2n. What is the sum of the reciprocals of all the positive factors
of the perfect number 28?

A.

B.

C. 2
D. 3
E. 4
153. The in inite sequence a1, a2, …, an, … is such that a1 = 2, a2 = −3, a3 = 5, a4 = −1, and an = an −
4 for n > 4. What is the sum of the irst 97 terms of the sequence?
A. 72
B. 74
C. 75

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D. 78
E. 80
154. The sequence a1, a2, … an, … is such that an = 2an – 1 − x for all positive integers n ≥ 2 and for
a certain number x. If a5 = 99 and a3 = 27, what is the value of x?
A. 3
B. 9
C. 18
D. 36
E. 45
155. In a certain medical survey, 45 percent of the people surveyed had the type A antigen in their
blood and 3 percent had both the type A antigen and the type B antigen. Which of the
following is closest to the percent of those with the type A antigen who also had the type B
antigen?
A. 1.35%
B. 6.67%
C. 13.50%
D. 15.00%
E. 42.00%
156. On a certain transatlantic crossing, 20 percent of a ship’s passengers held round-trip tickets
and also took their cars aboard the ship. If 60 percent of the passengers with round-trip
tickets did not take their cars aboard the ship, what percent of the ship’s passengers held
round-trip tickets?

A.

B. 40%
C. 50%
D. 60%

E.

157. If x and k are integers and (12x)(42x + 1) = (2k)(32), what is the value of k?
A. 5
B. 7
C. 10
D. 12
E. 14
158. If S is the sum of the reciprocals of the 10 consecutive integers from 21 to 30, then S is
between which of the following two fractions?

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A. and

B. and

C. and

D. and

E. and

159. For every even positive integer m, f(m) represents the product of all even integers from 2 to
m, inclusive. For example, f(12) = 2 × 4 × 6 × 8 × 10 × 12. What is the greatest prime factor of
f(24)?
A. 23
B. 19
C. 17
D. 13
E. 11

160. The arithmetic mean of the list of numbers above is 4. If k and m are integers and k ≠ m, what
is the median of the list?
A. 2
B. 2.5
C. 3
D. 3.5
E. 4

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161. If the variables X, Y, and Z take on only the values 10, 20, 30, 40, 50, 60, or 70 with frequencies
indicated by the shaded regions above, for which of the frequency distributions is the mean
equal to the median?
A. X only
B. Y only
C. Z only
D. X and Y
E. X and Z

162. For how many ordered pairs (x, y) that are solutions of the system above are x and y both
integers?
A. 7
B. 10
C. 12
D. 13
E. 14
163. The United States Mint produces coins in 1-cent, 5-cent, 10-cent, 25-cent, and 50-cent
denominations. If a jar contains exactly 100 cents worth of these coins, which of the following
could be the total number of coins in the jar?
I. 91
II. 81
III. 76
A. I only
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B. II only
C. III only
D. I and III only
E. I, II, and III
164. A certain university will select 1 of 7 candidates eligible to ill a position in the mathematics
department and 2 of 10 candidates eligible to ill 2 identical positions in the computer science
department. If none of the candidates is eligible for a position in both departments, how many
different sets of 3 candidates are there to ill the 3 positions?
A. 42
B. 70
C. 140
D. 165
E. 315
165. A survey of employers found that during 1993 employment costs rose 3.5 percent, where
employment costs consist of salary costs and fringe-bene it costs. If salary costs rose 3
percent and fringe-bene it costs rose 5.5 percent during 1993, then fringe-bene it costs
represented what percent of employment costs at the beginning of 1993?
A. 16.5%
B. 20%
C. 35%
D. 55%
E. 65%
166. The subsets of the set {w, x, y} are {w}, {x}, {y}, {w, x}, {w, y}, {x, y}, {w, x, y}, and { } (the empty
subset). How many subsets of the set {w, x, y, z} contain w?
A. Four
B. Five
C. Seven
D. Eight
E. Sixteen
167. The number can be expressed as for some integers x and y. What is the
value of xy?
A. –18
B. –6
C. 6
D. 18
E. 27
168. There are 10 books on a shelf, of which 4 are paperbacks and 6 are hardbacks. How many
possible selections of 5 books from the shelf contain at least one paperback and at least one
hardback?
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A. 75
B. 120
C. 210
D. 246
E. 252
169. If x is to be chosen at random from the set {1, 2, 3, 4} and y is to be chosen at random from
the set {5, 6, 7}, what is the probability that xy will be even?

A.

B.

C.

D.

E.

170. The function f is de ined for each positive three-digit integer n by f(n) = 2x 3y 5z, where x, y,
and z are the hundreds, tens, and units digits of n, respectively. If m and v are three-digit
positive integers such that f(m) = 9f(v), then m − v =
A. 8
B. 9
C. 18
D. 20
E. 80
171. If 1050 − 74 is written as an integer in base 10 notation, what is the sum of the digits in that
integer?
A. 424
B. 433
C. 440
D. 449
E. 467
172. A certain company that sells only cars and trucks reported that revenues from car sales in
1997 were down 11 percent from 1996 and revenues from truck sales in 1997 were up 7
percent from 1996. If total revenues from car sales and truck sales in 1997 were up 1 percent
from 1996, what is the ratio of revenue from car sales in 1996 to revenue from truck sales in
1996?
A. 1:2
B. 4:5
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C. 1:1
D. 3:2
E. 5:3
173. Becky rented a power tool from a rental shop. The rent for the tool was $12 for the irst hour
and $3 for each additional hour. If Becky paid a total of $27, excluding sales tax, to rent the
tool, for how many hours did she rent it?
A. 5
B. 6
C. 9
D. 10
E. 12

174. If which of the following must be true?

I. 5 < x
II. |x + 3| > 2
III. −(x + 5) is positive.
A. II only
B. III only
C. I and II only
D. II and III only
E. I, II, and III
175. On a certain day, a bakery produced a batch of rolls at a total production cost of $300. On that
day, of the rolls in the batch were sold, each at a price that was 50 percent greater than the

average (arithmetic mean) production cost per roll. The remaining rolls in the batch were sold
the next day, each at a price that was 20 percent less than the price of the day before. What
was the bakery’s pro it on this batch of rolls?
A. $150
B. $144
C. $132
D. $108
E. $90
176. A set of numbers has the property that for any number t in the set, t + 2 is in the set. If –1 is in
the set, which of the following must also be in the set?
I. –3
II. 1
III. 5
A. I only
B. II only
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C. I and II only
D. II and III only
E. I, II, and III
177. A couple decides to have 4 children. If they succeed in having 4 children and each child is
equally likely to be a boy or a girl, what is the probability that they will have exactly 2 girls and
2 boys?

A.

B.

C.

D.

E.

178. The closing price of Stock X changed on each trading day last month. The percent change in
the closing price of Stock X from the irst trading day last month to each of the other trading
days last month was less than 50 percent. If the closing price on the second trading day last
month was $10.00, which of the following CANNOT be the closing price on the last trading day
last month?
A. $3.00
B. $9.00
C. $19.00
D. $24.00
E. $29.00
179. An airline passenger is planning a trip that involves three connecting lights that leave from
Airports A, B, and C, respectively. The irst light leaves Airport A every hour, beginning at 8:00
a.m., and arrives at Airport B hours later. The second light leaves Airport B every 20

minutes, beginning at 8:00 a.m., and arrives at Airport C hours later. The third light leaves

Airport C every hour, beginning at 8:45 a.m. What is the least total amount of time the
passenger must spend between lights if all lights keep to their schedules?
A. 25 min
B. 1 hr 5 min
C. 1 hr 15 min
D. 2 hr 20 min
E. 3 hr 40 min

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180. If n is a positive integer and n2 is divisible by 72, then the largest positive integer that must
divide n is
A. 6
B. 12
C. 24
D. 36
E. 48
181. A certain grocery purchased x pounds of produce for p dollars per pound. If y pounds of the
produce had to be discarded due to spoilage and the grocery sold the rest for s dollars per
pound, which of the following represents the gross pro it on the sale of the produce?
A. (x − y)s − xp
B. (x − y)p − ys
C. (s − p)y − xp
D. xp − ys
E. (x − y)(s − p)
182. If x, y, and z are positive integers such that x is a factor of y, and x is a multiple of z, which of
the following is NOT necessarily an integer?

A.

B.

C.

D.

E.

183. Running at their respective constant rates, Machine X takes 2 days longer to produce w
widgets than Machine Y. At these rates, if the two machines together produce widgets in 3

days, how many days would it take Machine X alone to produce 2w widgets?
A. 4
B. 6
C. 8
D. 10
E. 12
184. What is the greatest positive integer n such that 5n divides 10! – (2) (5!)2?
A. 2

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B. 3
C. 4
D. 5
E. 6
185. Yesterday, Candice and Sabrina trained for a bicycle race by riding around an oval track. They
both began riding at the same time from the track’s starting point. However, Candice rode at a
faster pace than Sabrina, completing each lap around the track in 42 seconds, while Sabrina
completed each lap around the track in 46 seconds. How many laps around the track had
Candice completed the next time that Candice and Sabrina were together at the starting point?
A. 21
B. 23
C. 42
D. 46
E. 483
186. If n = 9! – 64, which of the following is the greatest integer k such that 3k is a factor of n?
A. 1
B. 3
C. 4
D. 6
E. 8
187. The integer 120 has many factorizations. For example, 120 = (2)(60), 120 = (3) (4)(10), and
120 = (–1)(–3)(4)(10). In how many of the factorizations of 120 are the factors consecutive
integers in ascending order?
A. 2
B. 3
C. 4
D. 5
E. 6
188. Jorge’s bank statement showed a balance that was $0.54 greater than what his records
showed. He discovered that he had written a check for $x.yz and had recorded it as $x.zy,
where each of x, y, and z represents a digit from 0 though 9. Which of the following could be
the value of z?
A. 2
B. 3
C. 4
D. 5
E. 6

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189. One side of a parking stall is de ined by a straight stripe that consists of n painted sections of
equal length with an unpainted section as long between each pair of consecutive painted

sections. The total length of the stripe from the beginning of the irst painted section to the
end of the last painted section is 203 inches. If n is an integer and the length, in inches, of each
unpainted section is an integer greater than 2, what is the value of n?
A. 5
B. 9
C. 10
D. 14
E. 29

190. =

A. 16
B. 14
C. 3
D. 1
E. −1

Consecutive Minutes Units of Power

Machine Machine Is Off When On

A 17 15

B 14 18

C 11 12

191. At a certain factory, each of Machines A, B, and C is periodically on for exactly 1 minute and
periodically off for a ixed number of consecutive minutes. The table above shows that
Machine A is on and uses 15 units of power every 18th minute, Machine B is on and uses 18
units of power every 15th minute, and Machine C is on and uses 12 units of power every 12th
minute. The factory has a backup generator that operates only when the total power usage of
the 3 machines exceeds 30 units of power. What is the time interval, in minutes, between
consecutive times the backup generator begins to operate?
A. 36
B. 63
C. 90
D. 180
E. 270

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192. In a certain region, the number of children who have been vaccinated against rubella is twice
the number who have been vaccinated against mumps. The number who have been
vaccinated against both is twice the number who have been vaccinated only against mumps. If
5,000 have been vaccinated against both, how many have been vaccinated only against
rubella?
A. 2,500
B. 7,500
C. 10,000
D. 15,000
E. 17,500
193. Three boxes of supplies have an average (arithmetic mean) weight of 7 kilograms and a
median weight of 9 kilograms. What is the maximum possible weight, in kilograms, of the
lightest box?
A. 1
B. 2
C. 3
D. 4
E. 5

Stock Number of Shares

V 68

W 112

X 56

Y 94

Z 45

194. The table shows the number of shares of each of the 5 stocks owned by Mr. Sami. If Mr. Sami
were to sell 20 shares of Stock X and buy 24 shares of Stock Y, what would be the increase in
the range of the numbers of shares of the 5 stocks owned by Mr. Sami?
A. 4
B. 6
C. 9
D. 15
E. 20
195. Last year, sales at Company X were 10% greater in February than in January, 15% less in
March than in February, 20% greater in April than in March, 10% less in May than in April,
and 5% greater in June than in May. In which month were sales closest to the sales in January?

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A. February
B. March
C. April
D. May
E. June
196. If s and t are integers greater than 1 and each is a factor of the integer n, which of the
following must be a factor of nst?
I. st
II. (st)2
III. s + t
A. None
B. I only
C. II only
D. III only
E. I and II
197. How many 4-digit positive integers are there in which all 4 digits are even?
A. 625
B. 600
C. 500
D. 400
E. 256
198. If 0 < r < 1 < s < 2, which of the following must be less than 1?
I.
II. rs
III. s − r
A. I only
B. II only
C. III only
D. I and II
E. I and III
199. Last month, 15 homes were sold in Town X. The average (arithmetic mean) sale price of the
homes was $150,000 and the median sale price was $130,000. Which of the following
statements must be true?
I. At least one of the homes was sold for more than $165,000.
II. At least one of the homes was sold for more than $130,000 and less than $150,000.
III. At least one of the homes was sold for less than $130,000.

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A. I only
B. II only
C. III only
D. I and II
E. I and III
200. Pumps A, B, and C operate at their respective constant rates. Pumps A and B, operating
simultaneously, can ill a certain tank in hours; Pumps A and C, operating simultaneously,
can ill the tank in hours; and Pumps B and C, operating simultaneously, can ill the tank in 2
hours. How many hours does it take Pumps A, B, and C, operating simultaneously, to ill the
tank?
A.

B.

C.

D.

E. 1
201. If n is a positive integer, then (−2n)−2 + (2−n)2 =
A. 0
B. 2−2n
C. 22n
D. 2−2n + 1
E. 22n + 1

202. Which of the following is equal to ?

A.

B. 3
C. 6
D. 12
E. 12
203. Dara ran on a treadmill that had a readout indicating the time remaining in her exercise
session. When the readout indicated 24 min 18 sec, she had completed 10% of her exercise
session. The readout indicated which of the following when she had completed 40% of her
exercise session?
A. 10 min 48 sec
B. 14 min 52 sec
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C. 14 min 58 sec
D. 16 min 6 sec
E. 16 min 12 sec

4.3 Answer Key

1. A
2. D
3. A
4. D
5. C
6. E
7. A
8. C
9. C
10. C
11. C
12. E
13. E
14. D
15. C
16. D
17. B
18. D
19. D
20. A
21. B
22. A
23. C
24. D
25. B
26. D
27. E
28. D
29. D
30. C
31. A

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32. C
33. C
34. E
35. D
36. D
37. D
38. A
39. B
40. C
41. C
42. D
43. B
44. C
45. C
46. E
47. B
48. B
49. D
50. D
51. C
52. B
53. A
54. C
55. C
56. A
57. D
58. B
59. E
60. B
61. E
62. D
63. B
64. C
65. A
66. E
67. C

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68. C
69. D
70. B
71. C
72. D
73. B
74. A
75. B
76. D
77. B
78. B
79. C
80. D
81. A
82. D
83. A
84. A
85. B
86. A
87. E
88. E
89. C
90. D
91. D
92. E
93. D
94. E
95. D
96. E
97. E
98. E
99. C
100. C
101. A
102. D
103. C

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104. D
105. A
106. B
107. D
108. B
109. C
110. A
111. B
112. B
113. D
114. E
115. E
116. C
117. E
118. B
119. E
120. E
121. D
122. B
123. B
124. B
125. B
126. B
127. B
128. B
129. E
130. B
131. D
132. B
133. C
134. C
135. E
136. D
137. C
138. C
139. D

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140. A
141. E
142. B
143. C
144. C
145. A
146. E
147. E
148. D
149. D
150. C
151. A
152. C
153. B
154. A
155. B
156. C
157. E
158. A
159. E
160. C
161. E
162. D
163. D
164. E
165. B
166. D
167. A
168. D
169. D
170. D
171. C
172. A
173. B
174. D
175. C

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176. D
177. A
178. A
179. B
180. B
181. A
182. B
183. E
184. D
185. B
186. D
187. C
188. E
189. C
190. B
191. C
192. C
193. C
194. D
195. D
196. E
197. C
198. A
199. A
200. E
201. D
202. C
203. E

4.4 Answer Explanations

The following discussion is intended to familiarize you with the most ef icient and effective
approaches to the kinds of problems common to Problem-Solving questions. The particular
questions in this chapter are generally representative of the kinds of problem-solving
questions you will encounter on the GMAT exam. Remember that it is the problem-solving
strategy that is important, not the speci ic details of a particular question.
Questions 1 to 82 — Dif iculty: Easy
1. Working at a constant rate, a copy machine makes 20 copies of a one-page document per
minute. If the machine works at this constant rate, how many hours does it take to make 4,800
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copies of a one-page document?

A. 4
B. 5
C. 6
D. 7
E. 8
Arithmetic Rate
The copy machine produces 20 copies of the one-page document each minute. Because there
are 60 minutes in an hour, the constant rate of 20 copies per minute is equal to 60 × 20 =
1,200 copies per hour. With the machine working at this rate, the amount of time that it takes

to produce 4,800 copies of the document is = 4 hours.

The correct answer is A.

2. If x + y = 2 and x2 + y2 = 2, what is the value of xy?
A. –2
B. –1
C. 0
D. 1
E. 2
Algebra Second-Degree Equations
x+y = 2 given

y = 2–x subtract x from both sides

x2 + (2 – x)2 = 2 substitute y = 2 – x into x2 + y2 = 2

2x2 – 4x + 4 = 2 expand and combine like terms

2x2 – 4x + 2 = 0 subtract 2 from both sides

x2 – 2x + 1 = 0 divide both sides by 2

(x – 1)(x – 1) = 0 factor

x=1 set each factor equal to 0

y=1 use x = 1 and y = 2 – x

xy = 1 multiply 1 and 1

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Alternatively, the value of xy can be found by irst squaring both sides of the equation x + y =
2.
x+y = 2 given

(x + y)2 = 4 square both sides

x2 + 2xy + y2 = 4 expand and combine like terms

2 + 2xy = 4
replace x2 + y2 with 2

2xy = 2 subtract 2 from both sides

xy = 1 divide both sides by 2

The correct answer is D.

3. The sum S of the irst n consecutive positive even integers is given by S = n(n + 1). For what
value of n is this sum equal to 110?
A. 10
B. 11
C. 12
D. 13
E. 14
Algebra Factoring
Given that the sum of the irst n even numbers is n(n + 1), the sum is equal to 110 when 110 =
n(n + 1). To ind the value of n in this case, we need to ind the two consecutive integers whose
product is 110. These integers are 10 and 11; 10 × 11 = 110. The smaller of these numbers is
n.
The correct answer is A.
4. 6(87.30 + 0.65) − 5(87.30) =
A. 3.90
B. 39.00
C. 90.90
D. 91.20
E. 91.85
Arithmetic Factors, Multiples, and Divisibility
This question is most ef iciently answered by distributing the 6 over 87.30 and 0.65, and then
combining the terms that contain a factor of 87.30, as follows:
6(87.30 + 0.65) − 5(87.30) = 6(87.30) + 6(0.65) − 5 (87.30) = (6 − 5) 87.30 + 6(0.65) = 87.30
+ 3.90 = 91.20
The correct answer is D.

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5. What is the value of x2yz – xyz2, if x = –2, y = 1, and z = 3?

A. 20
B. 24
C. 30
D. 32
E. 48
Algebra Operations on Integers
Given that x = –2, y = 1, and z = 3, it follows by substitution that

The correct answer is C.

6. A souvenir vendor purchased 1,000 shirts for a special event at a price of $5 each. The vendor
sold 600 of the shirts on the day of the event for $12 each and 300 of the shirts in the week
following the event for $4 each. The vendor was unable to sell the remaining shirts. What was
the vendor’s gross pro it on the sale of these shirts?
A. $1,000
B. $2,200
C. $2,700
D. $3,000
E. $3,400
Arithmetic Applied Problems
The vendor’s gross pro it on the sale of the shirts is equal to the total revenue from the shirts
that were sold minus the total cost for all of the shirts. The total cost for all of the shirts is
equal to the number of shirts the vendor purchased multiplied by the price paid by the
vendor for each shirt: 1,000 × $5 = $5,000. The total revenue from the shirts that were sold is
equal to the total revenue from the 600 shirts sold for $12 each plus the total revenue from
the 300 shirts that were sold for $4 each: 600 × $12 + 300 × $4 = $7,200 + $1,200 = $8,400.
The gross pro it is therefore $8,400 − $5,000 = $3,400.
The correct answer is E.
7. If x > y and y > z, which of the following represents the greatest number?
A. x – z
B. x – y
C. y – x
D. z – y

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E. z – x
Algebra Inequalities
From x > y and y > z, it follows that x > z. These inequalities imply the following about the
differences that are given in the answer choices:

Answer choice Difference Algebraic sign Reason

A x–z positive x > z implies x – z > 0

B x–y positive x > y implies x – y > 0

C y–x negative x – y > 0 implies y – x < 0

D z–y negative y > z implies 0 > z – y

E z–x negative x – z > 0 implies z – x < 0

Since the expressions in A and B represent positive numbers and the expressions in C, D, and
E represent negative numbers, the latter can be eliminated because every negative number is
less than every positive number. To determine which of x – z and x – y is greater, consider the
placement of points with coordinates x, y, and z on the number line.

The distance between x and z (that is, x – z) is the sum of the distance between x and y (that is,
x – y) and the distance between y and z (that is, y – z). Therefore, (x – z) > (x – y), which means
that x – z represents the greater of the numbers represented by (x – z) and (x – y). Thus, x – z
represents the greatest of the numbers represented by the answer choices.
Alternatively,

y>z given

–y < –z multiply both sides by –1

x−y<x−z add x to both sides

Thus, x – z represents the greater of the numbers represented by (x – z) and (x – y).

Therefore, x – z represents the greatest of the numbers represented by the answer choices.
The correct answer is A.
8. To order certain plants from a catalog, it costs $3.00 per plant, plus a 5 percent sales tax, plus
$6.95 for shipping and handling regardless of the number of plants ordered. If Company C
ordered these plants from the catalog at the total cost of $69.95, how many plants did
Company C order?
A. 22
B. 21

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C. 20
D. 19
E. 18
Algebra First-Degree Equations
Letting x represent the number of plants Company C bought from the catalog, then, in dollars,
3.00x is the cost of the plants, (0.05)(3.00x) is the sales tax, and 6.95 is the shipping and
handling fee. It follows that
3.00x + (0.05)(3.00x) + 6.95 = 69.95 plants + tax + shipping = total

(3.00x)(1.05) + 6.95 = 69.95 add like terms

(3.00x)(1.05) = 63.00 subtract 6.95 from both sides

x = 20 divide both sides by (3.00)(1.05)

Therefore, Company C bought 20 plants from the catalog.

The correct answer is C.
9. A rug manufacturer produces rugs at a cost of $75 per rug. What is the manufacturer’s gross
pro it from the sale of 150 rugs if of the rugs are sold for $150 per rug and the rest are

sold for $200 per rug?

A. $10,350
B. $11,250
C. $13,750
D. $16,250
E. $17,800
Arithmetic Applied Problems; Proportions
The gross pro it from the sale of 150 rugs is equal to the revenue from the sale of the rugs
minus the cost of producing them. For of the 150 rugs—100 of them—the gross pro it per

rug is $150 − $75 = $75. For the remaining 50 rugs, the gross pro it per rug is $200 − $75 =
$125. The gross pro it from the sale of the 150 rugs is therefore 100 × $75 + 50 × $125 =
$13,750.
The correct answer is C.
10. The value of Maureen’s investment portfolio has decreased by 5.8 percent since her initial
investment in the portfolio. If her initial investment was $16,800, what is the current value of
the portfolio?
A. $7,056.00
B. $14,280.00
C. $15,825.60
D. $16,702.56
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E. $17,774.40
Arithmetic Percents
Maureen’s initial investment was $16,800, and it has decreased by 5.8%. Its current value is
therefore (100% − 5.8%) = 94.2% of $16,800, which is equal to 0.942 × $16,800. To make the
multiplication simpler, this can be expressed as $(942 × 16.8). Thus multiplying, we obtain the
result of $15,825.60.
The correct answer is C.
11. Company C produces toy trucks at a cost of $5.00 each for the irst 100 trucks and $3.50 for
each additional truck. If 500 toy trucks were produced by Company C and sold for $10.00
each, what was Company C’s gross pro it?
A. $2,250
B. $2,500
C. $3,100
D. $3,250
E. $3,500
Arithmetic Applied Problems
The company’s gross pro it on the 500 toy trucks is the company’s revenue from selling the
trucks minus the company’s cost of producing the trucks. The revenue is (500)($10.00) =
$5,000. The cost for the irst 100 trucks is (100)($5.00) = $500, and the cost for the other 400
trucks is (400)($3.50) = $1,400 for a total cost of $500 + $1,400 = $1,900. Thus, the
company’s gross pro it is $5,000 – $1,900 = $3,100.
The correct answer is C.

Pro it or Loss
(in millions of dollars)

Division 1991 1992 1993 1994 1995

A 1.1 (3.4) 1.9 2.0 0.6

B (2.3) 5.5 (4.5) 3.9 (2.9)

C 10.0 (6.6) 5.3 1.1 (3.0)

12. The annual pro it or loss for the three divisions of Company T for the years 1991 through
1995 are summarized in the table shown, where losses are enclosed in parentheses. For
which division and which three consecutive years shown was the division’s pro it or loss for
the three-year period closest to $0?
A. Division A for 1991–1993
B. Division A for 1992–1994
C. Division B for 1991–1993
D. Division B for 1993–1995
E. Division C for 1992–1994
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Arithmetic Applied Problems

For completeness, the table shows all 9 of the pro it or loss amounts, in millions of dollars, for
each of the 3 divisions and the 3 three-year periods.

1991–1993 1992–1994 1993–1995

A –0.4 0.5 4.5

B –1.3 4.9 –3.5

C 8.7 –0.2 3.4

The correct answer is E.

13. Of the following, which is least?

A.

B.

C.

D.

E.

Arithmetic Operations on Rational Numbers

Since the numerator of all of the fractions in the answer choices is 0.03, the least of the
fractions will be the fraction with the greatest denominator. The greatest denominator is 7.1,
and so the least of the fractions is .

The correct answer is E.

14. If the average (arithmetic mean) of 5 numbers j, j + 5, 2j – 1, 4j – 2, and 5j – 1 is 8, what is the
value of j?

A.

B.

C. 1
D. 3
E. 8
Algebra First-Degree Equations

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= 8 given

j + (j + 5) + (2j – 1) + (4j – 2) + (5j – 1) = 40 multiply both sides by 5

13j + 1 = 40 combine like terms

13j = 39 subtract 1 from both sides

j = 3 divide both sides by 13

The correct answer is D.

15. There are ive sales agents in a certain real estate of ice. One month Andy sold twice as many
properties as Ellen, Bob sold 3 more than Ellen, Cary sold twice as many as Bob, and Dora
sold as many as Bob and Ellen together. Who sold the most properties that month?
A. Andy
B. Bob
C. Cary
D. Dora
E. Ellen
Algebra Order
Let x represent the number of properties that Ellen sold, where x ≥ 0. Then, since Andy sold
twice as many properties as Ellen, 2x represents the number of properties that Andy sold.
Bob sold 3 more properties than Ellen, so (x + 3) represents the number of properties that
Bob sold. Cary sold twice as many properties as Bob, so 2(x + 3) = (2x + 6) represents the
number of properties that Cary sold. Finally, Dora sold as many properties as Bob and Ellen
combined, so [(x + 3) + x] = (2x + 3) represents the number of properties that Dora sold. The
following table summarizes these results.

Agent Properties Sold

Andy 2x

Bob x+3

Cary 2x + 6

Dora 2x + 3

Ellen x

Since x ≥ 0, clearly 2x + 6 exceeds x, x + 3, 2x, and 2x + 3. Therefore, Cary sold the most
properties.
The correct answer is C.

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16. In a ield day at a school, each child who competed in n events and scored a total of p points
was given an overall score of . Andrew competed in 1 event and scored 9 points. Jason
competed in 3 events and scored 5, 6, and 7 points, respectively. What was the ratio of
Andrew’s overall score to Jason’s overall score?

A.

B.

C.

D.

E.

Algebra Applied Problems; Substitution

Andrew participated in 1 event and scored 9 points, so his overall score was + 1 = 10. Jason

participated in 3 events and scored 5 + 6 + 7 = 18 points, so his overall score was + 3 = 9.

The ratio of Andrew’s overall score to Jason’s overall score was .

The correct answer is D.

17. A certain work plan for September requires that a work team, working every day, produce an
average of 200 items per day. For the irst half of the month, the team produced an average of
150 items per day. How many items per day must the team average during the second half of
the month if it is to attain the average daily production rate required by the work plan?
A. 225
B. 250
C. 275
D. 300
E. 350
Arithmetic Rate Problem
The work plan requires that the team produce an average of 200 items per day in September.
Because the team has only produced an average of 150 items per day in the irst half of
September, it has a shortfall of 200 − 150 = 50 items per day for the irst half of the month.
The team must make up for this shortfall in the second half of the month, which has an equal
number of days as the irst half of the month. The team must therefore produce in the second
half of the month an average amount per day that is 50 items greater than the required
average of 200 items per day for the entire month. This amount for the second half of
September is 250 items per day.
The correct answer is B.
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18. A company sells radios for $15.00 each. It costs the company $14.00 per radio to produce
1,000 radios and $13.50 per radio to produce 2,000 radios. How much greater will the
company’s gross pro it be from the production and sale of 2,000 radios than from the
production and sale of 1,000 radios?
A. $500
B. $1,000
C. $1,500
D. $2,000
E. $2,500
Arithmetic Applied Problems
If the company produces and sells 1,000 radios, its gross pro it from the sale of these radios
is equal to the total revenue from the sale of these radios minus the total cost. The total cost is
equal to the number of radios produced multiplied by the production cost per radio: 1,000 ×
$15.00. The total revenue is equal to the number of radios sold multiplied by the selling price:
1,000 × $14.00. The gross pro it in this case is therefore 1,000 × $15.00 − 1,000 × $14.00 =
1,000 × ($15.00 − $14.00) = 1,000 ($1.00) = $1,000. If 2,000 radios are produced and sold,
the total cost is equal to 2,000 × $13.50 and the total revenue is equal to 2,000 × $15.00. The
gross pro it in this case is therefore 2,000 × $15.00 − 2,000 × $13.50 = 2,000 × ($15.00 −
$13.50) = 2,000 × ($1.50) = $3,000. This pro it of $3,000 is $2,000 greater than the gross
pro it of $1,000 from producing and selling 1,000 radios.
The correct answer is D.
19. Which of the following represent positive numbers?
I. −3 − (−5)
II. (−3)(−5)
III. −5 − (−3)
A. I only
B. II only
C. III only
D. I and II
E. II and III
Arithmetic Operations on Integers
Find the value of each expression to determine if it is positive.
I. −3 − (−5) = −3 + 5 = 2, which is positive.
II. (−3)(−5) = 15, which is positive.
III. −5 − (−3) = −5 + 3 = −2, which is not positive.
The correct answer is D.
20. A grocer has 400 pounds of coffee in stock, 20 percent of which is decaffeinated. If the grocer
buys another 100 pounds of coffee of which 60 percent is decaffeinated, what percent, by
weight, of the grocer’s stock of coffee is decaffeinated?
A. 28%

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B. 30%
C. 32%
D. 34%
E. 40%
Arithmetic Percents
The grocer has 400 pounds of coffee in stock, of which (400)(20%) = 80 pounds is
decaffeinated coffee. Therefore, if the grocer buys 100 pounds of coffee, of which (100)(60%)
= 60 pounds is decaffeinated coffee, then the percent of the grocer’s stock of coffee that is

decaffeinated would be = 28%.

The correct answer is A.

21. The toll T, in dollars, for a truck using a certain bridge is given by the formula T = 1.50 +
0.50(x − 2), where x is the number of axles on the truck. What is the toll for an 18-wheel truck
that has 2 wheels on its front axle and 4 wheels on each of its other axles?
A. $2.50
B. $3.00
C. $3.50
D. $4.00
E. $5.00
Algebra Operations on Rational Numbers
The 18-wheel truck has 2 wheels on its front axle and 4 wheels on each of its other axles, and
so if A represents the number of axles on the truck in addition to the front axle, then 2 + 4 A =
18, from which it follows that 4A = 16 and A = 4. Therefore, the total number of axles on the
truck is 1 + A = 1 + 4 = 5. Then, using T = 1.50 + 0.50(x − 2), where x is the number of axles on
the truck and x = 5, it follows that T = 1.50 + 0.50(5 − 2) = 1.50 + 1.50 = 3.00. Therefore, the
toll for the truck is $3.00.
The correct answer is B.
22. For what value of x between −4 and 4, inclusive, is the value of x2 − 10x + 16 the greatest?
A. −4
B. −2
C. 0
D. 2
E. 4
Algebra Second-Degree Equations
Given the expression x2 − 10x + 16, a table of values can be created for the corresponding
function f(x) = x2 − 10x + 16 and the graph in the standard (x,y) coordinate plane can be
sketched by plotting selected points:

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x f(x)

−4 72

−3 55

−2 40

−1 27

0 16

1 7

2 0

3 −5

4 −8

5 −9

6 −8

7 −5

8 0

9 7

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It is clear from both the table of values and the sketch of the graph that as the value of x
increases from −4 to 4, the values of x2 − 10x + 16 decrease. Therefore, the value of x2 − 10x
+ 16 is greatest when x = −4.
Alternatively, the given expression, x2 − 10x + 16, has the form ax2 + bx + c, where a = 1, b =
−10, and c = 16. The graph in the standard (x,y) coordinate plane of the corresponding
function f(x) = ax2 + bx + c is a parabola with vertex at and so the vertex of the

graph of f(x) = x2 − 10x + 16 is at

Because a = 1 and 1 is positive, this parabola opens upward and values of x2 − 10x + 16
decrease as x increases from −4 to 4. Therefore, the greatest value of x2 − 10x + 16 for all
values of x between −4 and 4, inclusive, is at x = −4.
The correct answer is A.

23. If x = − and y = − , what is the value of the expression −2x − y2?

A. −

B. −1
C. 1

D.

E.

Algebra Fractions

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If x = − and y = − , then −2x − y2 = −2 − = − = = 1.

The correct answer is C.

24. If x – y = R and xy = S, then (x – 2)(y + 2) =
A. R + S – 4
B. R + 2S – 4
C. 2R – S – 4
D. 2R + S – 4
E. 2R + S
Algebra Simplifying Algebraic Expressions; Substitution
(x – 2)(y + 2) = xy + 2x – 2y – 4 multiply binomials

= xy + 2(x – y) – 4 distributive principle

= S + 2R – 4 substitution

= 2R + S – 4 commutative principle

The correct answer is D.

25. For positive integers a and b, the remainder when a is divided by b is equal to the remainder
when b is divided by a. Which of the following could be a value of ab?
I. 24
II. 30
III. 36
A. II only
B. III only
C. I and II only
D. II and III only
E. I, II, and III
Arithmetic Properties of Integers
We are given that the remainder when a is divided by b is equal to the remainder when b is
divided by a, and asked about possible values of ab. We thus need to ind what our given
condition implies about a and b.
We consider two cases: a = b and a ≠ b.
If a = b, then our given condition is trivially satis ied: the remainder when a is divided by a is
equal to the remainder when a is divided by b. The condition thus allows that a be equal to b.
Now consider the case of a ≠ b. Either a < b or b < a. Supposing that a < b, the remainder
when a is divided by b is simply a. (For example, if 7 is divided by 10, then the remainder is 7.)
However, according to our given condition, this remainder, a, is also the remainder when b is

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divided by a, which is impossible. If b is divided by a, then the remainder must be less than a.
(For example, for any number that is divided by 10, the remainder cannot be 10 or greater.)
Similar reasoning applies if we suppose that b < a. This is also impossible.
We thus see that a must be equal to b, and consider the statements I, II, and III.
I. Factored in terms of prime numbers, 24 = 3 × 2 × 2 × 2. Because “3” occurs only once in
the factorization, we see that there is no integer a such that a × a = 24. Based on the
reasoning above, we see that 24 cannot be a value of ab.
II. Factored in terms of prime numbers, 30 = 5 × 3 × 2. Because there is no integer a such
that a × a = 30, we see that 30 cannot be a value of ab.
III. Because 36 = 6 × 6, we see that 36 is a possible value of ab (with a = b).
The correct answer is B.
26. List S consists of the positive integers that are multiples of 9 and are less than 100. What is
the median of the integers in S?
A. 36
B. 45
C. 49
D. 54
E. 63
Arithmetic Series and Sequences
In the set of positive integers less than 100, the greatest multiple of 9 is 99 (9 × 11) and the
least multiple of 9 is 9 (9 × 1). The sequence of positive multiples of 9 that are less than 100 is
therefore the sequence of numbers 9 × k, where k ranges from 1 through 11. The median of
the numbers k from 1 through 11 is 6. Therefore, the median of the numbers 9 × k, where k
ranges from 1 through 11, is 9 × 6 = 54.
The correct answer is D.
27. A rope 20.6 meters long is cut into two pieces. If the length of one piece of rope is 2.8 meters
shorter than the length of the other, what is the length, in meters, of the longer piece of rope?
A. 7.5
B. 8.9
C. 9.9
D. 10.3
E. 11.7
Algebra First-Degree Equations
If x represents the length of the longer piece of rope, then x − 2.8 represents the length of the
shorter piece, where both lengths are in meters. The total length of the two pieces of rope is
20.6 meters so,

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x + (x − 2.8) = 20.6 given

2x − 2.8 = 20.6 add like terms

2x = 23.4 add 2.8 to both sides

x = 11.7 divide both sides by 2

Thus, the length of the longer piece of rope is 11.7 meters.

The correct answer is E.
28. If x and y are integers and x − y is odd, which of the following must be true?
I. xy is even.
II. x2 + y2 is odd.
III. (x + y)2 is even.
A. I only
B. II only
C. III only
D. I and II only
E. I, II, and III
Arithmetic Properties of Numbers
We are given that x and y are integers and that x − y is odd, and then asked, for various
operations on x and y, whether the results of the operations are odd or even. It is therefore
useful to determine, given that x − y is odd, whether x and y are odd or even. If both x and y
are even—that is, divisible by 2—then x − y = 2m − 2n = 2(m − n) for integers m and n. We
thus see if both x and y are even then x − y cannot be odd. And because x − y is odd, we see
that x and y cannot both be even. Similarly, if both x and y are odd, then, for integers j and k, x
= 2j + 1 and y = 2k + 1. Therefore, x − y = (2j + 1) − (2k + 1). The ones cancel, and we are left
with x − y = 2j − 2k = 2(j − k). Because 2(j − k) would be even, x and y cannot both be odd if x
− y is odd. It follows from all of this that one of x or y must be even and the other odd.
Now consider the statements I through III.
I. If one of x or y is even, then one of x or y is divisible by 2. It follows that xy is divisible by
2 and that xy is even.
II. Given that a number x or y is odd—not divisible by 2—we know that its product with
itself is not divisible by 2 and is therefore odd. On the other hand, given that a number x
or y is even, we know that its product with itself is divisible by 2 and is therefore even.
The sum x2 + y2 is therefore the sum of an even number and an odd number. In such a
case, the sum can be written as (2m) + (2n + 1) = 2(m + n) + 1, with m and n integers. It
follows that x2 + y2 is not divisible by 2 and is therefore odd.
III. We know that one of x or y is even and the other is odd. We can therefore see from the
discussion of statement II that x + y is odd, and then also see, from the discussion of
statement II, that the product of x + y with itself, (x + y)2, is odd.
The correct answer is D.
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29. On Monday, the opening price of a certain stock was $100 per share and its closing price was
$110 per share. On Tuesday the closing price of the stock was 10 percent less than its closing
price on Monday, and on Wednesday the closing price of the stock was 4 percent greater than
its closing price on Tuesday. What was the approximate percent change in the price of the
stock from its opening price on Monday to its closing price on Wednesday?
A. A decrease of 6%
B. A decrease of 4%
C. A decrease of 1%
D. An increase of 3%
E. An increase of 4%
Arithmetic Percents
The closing share price on Tuesday was 10% less than the closing price on Monday, $110.
10% of $110 is equal to 0.1 × $110 = $11, so the closing price on Tuesday was $110 − $11 =
$99. The closing price on Wednesday was 4% greater than this: $99 + (0.04 × $99) = $99 +
$3.96 = $102.96. This value, $102.96, is 2.96% greater than $100, the opening price on
Monday. The percentage change from the opening share price on Monday is therefore an
increase of approximately 3%, which is the closest of the available answers to an increase of
2.96%.
The correct answer is D.
30. 1 − 0.000001 =
A. (1.01) (0.99)
B. (1.11) (0.99)
C. (1.001) (0.999)
D. (1.111) (0.999)
E. (1.0101) (0.0909)
Arithmetic Place Value
The task in this question is to ind among the available answers the expression that is equal to
1 − 0.000001 = 0.999999. In the case of answer choice C, the irst of the two factors, (1.001),
is equal to 1 + 0.001. One may therefore observe that (1.001)(0.999) = (1 + 0.001)(0.999) =
0.999 + 0.000999 = 0.999999. Answer choice C is therefore a correct answer.
For answer choice A, (1.01)(0.99) = (1 + 0.01)(0.99) = 0.9999. This answer choice is therefore
incorrect. For answer choice B, (1.11)(0.99) = (1 + 0.1 + 0.01)(0.99) = 0.99 + 0.099 + 0.0099 =
1.0989. This answer choice is therefore incorrect. For answer choice D, (1.111)(0.999) =
0.999 + 0.0999 + 0.00999 + 0.000999 = 1.109889. This answer choice is therefore incorrect.
For answer choice E, (1.0101)(0.909) = 0.909 + 0.00909 + 0.0000909 = 0.9181809. This
answer choice is therefore incorrect.
The correct answer is C.
31. In a certain history class of 17 juniors and seniors, each junior has written 2 book reports
and each senior has written 3 book reports. If the 17 students have written a total of 44 book
reports, how many juniors are in the class?
A. 7
B. 8

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C. 9
D. 10
E. 11
Algebra Simultaneous Equations
Letting j and s, respectively, represent the juniors and seniors in the class, it is given that j + s =
17 or s = 17 – j. Also, since it is given that each junior has written 2 book reports and each
senior has written 3 book reports for a total of 44 book reports, it follows that 2j + 3s = 44 or
2j + 3(17 – j) = 44. Therefore, j = 3(17) – 44 = 7.
The correct answer is A.
32. |−4|(|−20|−|5|) =
A. −100
B. −60
C. 60
D. 75
E. 100
Arithmetic Absolute Value
|−4|(|−20|−|5|) = 4(20 − 5) = 4 × 15 = 60
The correct answer is C.
33. Of the total amount that Jill spent on a shopping trip, excluding taxes, she spent 50 percent on
clothing, 20 percent on food, and 30 percent on other items. If Jill paid a 4 percent tax on the
clothing, no tax on the food, and an 8 percent tax on all other items, then the total tax that she
paid was what percent of the total amount that she spent, excluding taxes?
A. 2.8%
B. 3.6%
C. 4.4%
D. 5.2%
E. 6.0%
Arithmetic Applied Problems
Let T represent the total amount Jill spent, excluding taxes. Jill paid a 4% tax on the clothing
she bought, which accounted for 50% of the total amount she spent, and so the tax she paid
on the clothing was (0.04)(0.5T). Jill paid an 8% tax on the other items she bought, which
accounted for 30% of the total amount she spent, and so the tax she paid on the other items
was (0.08)(0.3T). Therefore, the total amount of tax Jill paid was (0.04)(0.5T) + (0.08)(0.3T) =
0.02T + 0.024T = 0.044T. The tax as a percent of the total amount Jill spent, excluding taxes,

was

The correct answer is C.

34. How many integers x satisfy both 2 < x ≤ 4 and 0 ≤ x ≤ 3?
A. 5
B. 4
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C. 3
D. 2
E. 1
Arithmetic Inequalities
The integers that satisfy 2 < x ≤ 4 are 3 and 4. The integers that satisfy 0 ≤ x ≤ 3 are 0, 1, 2,
and 3. The only integer that satis ies both 2 < x ≤ 4 and 0 ≤ x ≤ 3 is 3, and so there is only one
integer that satis ies both 2 < x ≤ 4 and 0 ≤ x ≤ 3.
The correct answer is E.
35. At the opening of a trading day at a certain stock exchange, the price per share of stock K was
$8. If the price per share of stock K was $9 at the closing of the day, what was the percent
increase in the price per share of stock K for that day?
A. 1.4%
B. 5.9%
C. 11.1%
D. 12.5%
E. 23.6%
Arithmetic Percents

An increase from $8 to $9 represents an increase of

The correct answer is D.

36. As shown in the diagram above, a lever resting on a fulcrum has weights of w1 pounds and w2
pounds, located d1 feet and d2 feet from the fulcrum. The lever is balanced and w1d1 = w2d2.
Suppose w1 is 50 pounds and w2 is 30 pounds. If d1 is 4 feet less than d2, what is d2, in feet?
A. 1.5
B. 2.5
C. 6
D. 10
E. 20
Algebra First-Degree Equations; Substitution
Given w1d1 = w2d2, w1 = 50, w2 = 30, and d1 = d2 – 4, it follows that 50(d2 – 4) = 30d2, and so

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50(d2 – 4) = 30d given

2

50d2 – 200 = 30d distributive principle

2

20d2 = 200 add 200 – 30d to both sides

2

d2 = 10 divide both sides by 20

The correct answer is D.

37. If r and s are positive integers such that (2r)(4s) = 16, then 2r + s =
A. 2
B. 3
C. 4
D. 5
E. 6
Algebra Exponents
Using the rules of exponents,

(2r)(4s) = 16 given

(2r)(22s) = 24 4s = (22)s = 22s, 16 = 24

2r + 2s = 24 addition property of exponents

Thus, r + 2s = 4. However, the problem asks for the value of 2r + s. Since r and s are positive
integers, s < 2; otherwise, r would not be positive. Therefore, s = 1, and it follows that r + (2)
(1) = 4, or r = 2. The value of 2r + s is (2)(2) + 1 = 5.
Alternatively, since (2r)(4s) = 16 and both r and s are positive, it follows that s < 2; otherwise,
4s ≥ 16 and r would not be positive. Therefore, s = 1 and (2r)(4) = 16. It follows that 2r = 4 and
r = 2. The value of 2r + s is (2)(2) + 1 = 5.
The correct answer is D.
38. Three people each contributed x dollars toward the purchase of a car. They then bought the
car for y dollars, an amount less than the total number of dollars contributed. If the excess
amount is to be refunded to the three people in equal amounts, each person should receive a
refund of how many dollars?

A.

B.

C.

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D.

E. 3(x − y)
Algebra Applied Problems
The total to be refunded is equal to the total contributed minus the amount paid, or 3x − y. If
3x − y is divided into three equal amounts, then each amount will be .

The correct answer is A.

39. Last week Jack worked 70 hours and earned $1,260. If he earned his regular hourly wage for
the irst 40 hours worked, times his regular hourly wage for the next 20 hours worked,
and 2 times his regular hourly wage for the remaining 10 hours worked, what was his regular
hourly wage?
A. $7.00
B. $14.00
C. $18.00
D. $22.00
E. $31.50
Algebra First-Degree Equations
If w represents Jack’s regular hourly wage, then Jack’s earnings for the week can be
represented by the sum of the following amounts, in dollars: 40w (his earnings for the irst 40
hours he worked), (20)(1.5w) (his earnings for the next 20 hours he worked), and (10)(2w)
(his earnings for the last 10 hours he worked). Therefore,
40w + (20)(1.5w) + (10)(2w) = 1,260 given

90w = 1,260 add like terms

w = 14 divide both sides by 90

Jack’s regular hourly wage was $14.00.

The correct answer is B.
40. If a and b are positive integers and (2a)b = 23, what is the value of 2a2b?
A. 6
B. 8
C. 16
D. 32
E. 64
Algebra Exponents
It is given that (2a)b = 23, or 2ab = 23. Therefore, ab = 3. Since a and b are positive integers, it
follows that either a = 1 and b = 3, or a = 3 and b = 1. In either case a + b = 4, and so 2a2b = 2a

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+ b = 24 = 16.

The correct answer is C.

41. Five machines at a certain factory operate at the same constant rate. If four of these machines,
operating simultaneously, take 30 hours to ill a certain production order, how many fewer
hours does it take all ive machines, operating simultaneously, to ill the same production
order?
A. 3
B. 5
C. 6
D. 16
E. 24
Arithmetic Applied Problems
If 4 machines, working simultaneously, each work for 30 hours to ill a production order, it
takes (4)(30) machine hours to ill the order. If 5 machines are working simultaneously, it will
take hours. Thus, 5 machines working simultaneously will take 30 − 24 = 6
fewer hours to ill the production order than 4 machines working simultaneously.
The correct answer is C.
42. A certain toll station on a highway has 7 tollbooths, and each tollbooth collects $0.75 from
each vehicle that passes it. From 6 o’clock yesterday morning to 12 o’clock midnight, vehicles
passed each of the tollbooths at the average rate of 4 vehicles per minute. Approximately how
much money did the toll station collect during that time period?
A. $1,500
B. $3,000
C. $11,500
D. $23,000
E. $30,000
Arithmetic Rate Problem
On average, 4 vehicles pass each tollbooth every minute. There are 7 tollbooths at the station,
and each passing vehicle pays $0.75. Therefore, the average rate, per minute, at which money
is collected by the toll station is $ (7 × 4 × 0.75) = $ (7 × 4 × ) = $ (7 × 3) = $21. From 6:00

a.m. through midnight there are 18 hours. And because 18 hours is equal to 18 × 60 minutes,
from 6:00 a.m. through midnight there are 1,080 minutes. The total amount of money
collected by the toll station during this period is therefore 1,080 × $21 = $22,680, which is
approximately $23,000.
The correct answer is D.
43. How many integers between 1 and 16, inclusive, have exactly 3 different positive integer
factors?
(Note: 6 is NOT such an integer because 6 has 4 different positive integer factors: 1, 2, 3, and
6.)

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A. 1
B. 2
C. 3
D. 4
E. 6
Arithmetic Properties of Numbers
Using the process of elimination to eliminate integers that do NOT have exactly 3 different
positive integer factors, the integer 1 can be eliminated since 1 has only 1 positive integer
factor, namely 1 itself. Because each prime number has exactly 2 positive factors, each prime
number between 1 and 16, inclusive, (namely, 2, 3, 5, 7, 11, and 13) can be eliminated. The
integer 6 can also be eliminated since it was used as an example of an integer with exactly 4
positive integer factors. Check the positive integer factors of each of the remaining integers.

Positive integer Number

Integer factors of factors

4 1, 2, 4 3

8 1, 2, 4, 8 4

9 1, 3, 9 3

10 1, 2, 5, 10 4

12 1, 2, 3, 4, 6, 12 6

14 1, 2, 7, 14 4

15 1, 3, 5, 15 4

16 1, 2, 4, 8, 16 5

Just the integers 4 and 9 have exactly 3 positive integer factors.

Alternatively, if the integer n, where n > 1, has exactly 3 positive integer factors, which include
1 and n, then n has exactly one other positive integer factor, say p. Since any factor of p would
also be a factor of n, then p is prime, and so p is the only prime factor of n. It follows that n =
pk for some integer k > 1. But if k ≥ 3, then p2 is a factor of n in addition to 1, p, and n, which
contradicts the fact that n has exactly 3 positive integer factors. Therefore, k = 2 and n = p2,
which means that n is the square of a prime number. Of the integers between 1 and 16,
inclusive, only 4 and 9 are the squares of prime numbers.
The correct answer is B.

44. Stephanie has 2 cups of milk on hand and makes 2 batches of cookies, using cup of milk
for each batch of cookies. Which of the following describes the amount of milk remaining after
she makes the cookies?
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A. Less than cup

B. Between cup and cup

C. Between cup and 1 cup

D. Between 1 cup and cups

E. More than cups

Arithmetic Applied Problems

In cups, the amount of milk remaining is 2 −2 = − = = , which is greater

than = and less than 1.

The correct answer is C.

45. The expression n! is de ined as the product of the integers from 1 through n. If p is the
product of the integers from 100 through 299 and q is the product of the integers from 200
through 299, which of the following is equal to ?

A. 99!
B. 199!

C.

D.

E.

Arithmetic Series and Sequences

The number p is equal to 100 × 101 × 102 × ... × 299 and the number q is equal to 200 × 201
× 202 × ... × 299. The number is thus equal to =

Canceling 200 × 201 × 202 × ...

× 299 from the numerator and the denominator, we see that = 100 × 101 × 102 × ... × 199.

Note that the multiplication in this expression for begins with 100 (the smallest of the
numbers being multiplied), whereas the multiplication in n! = 1 × 2 × 3 × ... × n begins with 1.
Starting with 199! as our numerator, we thus need to ind a denominator that will cancel the
undesired elements of the multiplication (in 199!). This number is 1 × 2 × 3 × ... × 99 = 99!
That is, = 100 × 101 × 102 × ... × 199 =

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The correct answer is C.

46. A school club plans to package and sell dried fruit to raise money. The club purchased 12
containers of dried fruit, each containing 16 pounds. What is the maximum number of

individual bags of dried fruit, each containing pounds, that can be sold from the dried fruit
the club purchased?
A. 50
B. 64
C. 67
D. 768
E. 804
Arithmetic Applied Problems; Operations with Fractions

The 12 containers, each containing 16 pounds of dried fruit, contain a total of (12)

= (12) = (3)(67) = 201 pounds of dried fruit, which will make = (201)(4) = 804

individual bags that can be sold.

The correct answer is E.

Height Price

Less than 5 ft $14.95

5 ft to 6 ft $17.95

Over 6 ft $21.95

47. A nursery sells fruit trees priced as shown in the chart above. In its inventory 54 trees are less
than 5 feet in height. If the expected revenue from the sale of its entire stock is estimated at
$2,450, approximately how much of this will come from the sale of trees that are at least 5
feet tall?
A. $1,730
B. $1,640
C. $1,410
D. $1,080
E. $810
Arithmetic Applied Problems
If the nursery sells its entire stock of trees, it will sell the 54 trees that are less than 5 feet in
height at the price per tree of $14.95 shown in the chart. The expected revenue from the sale
of the trees that are less than 5 feet tall is therefore 54 × $14.95 = $807.30. The revenue from
the sale of the trees that are at least 5 feet tall is thus equal to the total revenue from the sale
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of the entire stock of trees minus $807.30. The revenue from the sale of the entire stock of
trees is estimated at $2,450. Based on this estimate, the revenue from the sale of the trees that
are at least 5 feet tall will be $2,450 − $807.30 = $1,642.70, which is approximately $1,640.
The correct answer is B.
48. A certain bridge is 4,024 feet long. Approximately how many minutes does it take to cross this
bridge at a constant speed of 20 miles per hour? (1 mile = 5,280 feet)
A. 1
B. 2
C. 4
D. 6
E. 7
Arithmetic Applied Problems
First, convert 4,024 feet to miles since the speed is given in miles per hour:

Now, divide by 20 mph:

Last, convert to minutes:

Then,

Thus, at a constant speed of 20 miles per hour, it

takes approximately 2 minutes to cross the bridge.

The correct answer is B.
49. A purse contains 57 coins, all of which are nickels, dimes, or quarters. If the purse contains x
dimes and 8 more nickels than dimes, which of the following gives the number of quarters the
purse contains in terms of x?
A. 2x − 49
B. 2x + 49
C. 2x − 65
D. 49 − 2x
E. 65 − 2x
Algebra First-Degree Equations
Letting Q be the number of quarters, there are (x + 8) nickels, x dimes, and Q quarters for a
total of 57 coins.
(x + 8) + x + Q = 57 given

2x + 8 + Q = 57 combine like terms

Q = 49 – 2x subtract 2x + 8 from both sides

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The correct answer is D.

50. The annual interest rate earned by an investment increased by 10 percent from last year to
this year. If the annual interest rate earned by the investment this year was 11 percent, what
was the annual interest rate last year?
A. 1%
B. 1.1%
C. 9.1%
D. 10%
E. 10.8%
Arithmetic Percents
If L is the annual interest rate last year, then the annual interest rate this year is 10% greater
than L, or 1.1L. It is given that 1.1L = 11%. Therefore, L = = 10%. (Note that if the given

information had been that the investment increased by 10 percentage points, then the equation
would have been L + 10% = 11%.)
The correct answer is D.
51. A total of 5 liters of gasoline is to be poured into two empty containers with capacities of 2
liters and 6 liters, respectively, such that both containers will be illed to the same percent of
their respective capacities. What amount of gasoline, in liters, must be poured into the 6-liter
container?

A.

B. 4

C.

D. 3

E.

Algebra Ratio and Proportion

If x represents the amount, in liters, of gasoline poured into the 6-liter container, then 5 − x
represents the amount, in liters, of gasoline poured into the 2-liter container. After the
gasoline is poured into the containers, the 6-liter container will be illed to of its

capacity and the 2-liter container will be illed to of its capacity. Because

these two percents are equal,

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given

2x = 6(5 − x) multiply both sides by 12

2x = 30 − 6x use distributive property

8x = 30 add 6x to both sides

divide both sides by 8

Therefore, liters of gasoline must be poured into the 6-liter container.

The correct answer is C.

52. What is the larger of the 2 solutions of the equation x2 − 4x = 96?
A. 8
B. 12
C. 16
D. 32
E. 100
Algebra Second-Degree Equations
It is given that x2 − 4x = 96, or x2 − 4x − 96 = 0, or (x − 12)(x + 8) = 0. Therefore, x = 12 or x =
−8, and the larger of these two numbers is 12.
Alternatively, from x2 − 4x = 96 it follows that x(x − 4) = 96. By inspection, the left side is either
the product of 12 and 8, where the value of x is 12, or the product of −8 and −12, where the
value of x is −8, and the larger of these two values of x is 12.
The correct answer is B.

53. In the formula shown, if g is a constant and x = –6 when t = 2, what is the value of x when t =
4?
A. –24
B. –20
C. –15
D. 20
E. 24
Algebra Formulas

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Since x = –6 when t = 2, it follows that so . Then, when t = 4,

The correct answer is A.

54. is approximately

A. 0.02
B. 0.2
C. 2
D. 20
E. 200
Arithmetic Estimation

The correct answer is C.

55. The “prime sum” of an integer n greater than 1 is the sum of all the prime factors of n,
including repetitions. For example, the prime sum of 12 is 7, since 12 = 2 × 2 × 3 and 2 + 2 + 3
= 7. For which of the following integers is the prime sum greater than 35?
A. 440
B. 512
C. 620
D. 700
E. 750
Arithmetic Properties of Numbers
A. Since 440 = 2 × 2 × 2 × 5 × 11, the prime sum of 440 is 2 + 2 + 2 + 5 + 11 = 22, which is
not greater than 35.
B. Since 512 = 29, the prime sum of 512 is 9(2) = 18, which is not greater than 35.
C. Since 620 = 2 × 2 × 5 × 31, the prime sum of 620 is 2 + 2 + 5 + 31 = 40, which is greater
than 35.
Because there can be only one correct answer, D and E need not be checked. However, for
completeness,
D. Since 700 = 2 × 2 × 5 × 5 × 7, the prime sum of 700 is 2 + 2 + 5 + 5 + 7 = 21, which is not
greater than 35.
E. Since 750 = 2 × 3 × 5 × 5 × 5, the prime sum of 750 is 2 + 3 + 5 + 5 + 5 = 20, which is not
greater than 35.
The correct answer is C.
56. Each machine at a toy factory assembles a certain kind of toy at a constant rate of one toy
every 3 minutes. If 40 percent of the machines at the factory are to be replaced by new

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machines that assemble this kind of toy at a constant rate of one toy every 2 minutes, what
will be the percent increase in the number of toys assembled in one hour by all the machines
at the factory, working at their constant rates?
A. 20%
B. 25%
C. 30%
D. 40%
E. 50%
Arithmetic Applied Problems; Percents
Let n be the total number of machines working. Currently, it takes each machine 3 minutes to
assemble 1 toy, so each machine assembles 20 toys in 1 hour and the total number of toys
assembled in 1 hour by all the current machines is 20n. It takes each new machine 2 minutes
to assemble 1 toy, so each new machine assembles 30 toys in 1 hour. If 60% of the machines
assemble 20 toys each hour and 40% assemble 30 toys each hour, then the total number of
toys produced by the machines each hour is (0.60n)(20) + (0.40n)(30) = 24n. The percent
increase in hourly production is or 20%.

The correct answer is A.

57. When a subscription to a new magazine was purchased for m months, the publisher offered a
discount of 75 percent off the regular monthly price of the magazine. If the total value of the
discount was equivalent to buying the magazine at its regular monthly price for 27 months,
what was the value of m?
A. 18
B. 24
C. 30
D. 36
E. 48
Algebra Percents
Let P represent the regular monthly price of the magazine. The discounted monthly price is
then 0.75P. Paying this price for m months is equivalent to paying the regular price for 27
months. Therefore, 0.75mP = 27P, and so 0.75m = 27. It follows that m = = 36.

The correct answer is D.

58. At a garage sale, all of the prices of the items sold were different. If the price of a radio sold at
the garage sale was both the 15th highest price and the 20th lowest price among the prices of
the items sold, how many items were sold at the garage sale?
A. 33
B. 34
C. 35
D. 36
E. 37
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Arithmetic Operations with Integers

If the price of the radio was the 15th highest price, there were 14 items that sold for prices
higher than the price of the radio. If the price of the radio was the 20th lowest price, there
were 19 items that sold for prices lower than the price of the radio. Therefore, the total
number of items sold is 14 + 1 + 19 = 34.
The correct answer is B.
59. Half of a large pizza is cut into 4 equal-sized pieces, and the other half is cut into 6 equal-sized
pieces. If a person were to eat 1 of the larger pieces and 2 of the smaller pieces, what fraction
of the pizza would remain uneaten?

A.

B.

C.

D.

E.

Arithmetic Operations with Fractions

Each of the 4 equal-sized pieces represents of the whole pizza since each slice is of of

the pizza. Each of the 6 equal-sized pieces represents of the whole pizza since each slice is

of of the pizza. The fraction of the pizza remaining after a person eats one of the larger

pieces and 2 of the smaller pieces is 1 – =1– =1– =1– =

The correct answer is E.

60. If a = 1 + + + and b = 1 + a, then what is the value of a – b?

A. –

B. –

C. –

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D.

E.

Arithmetic Operations with Fractions

Given that a = 1 + + + , it follows that a= + + + and so b = 1 + +

+ + . Then a – b = – =– .

The correct answer is B.

61. In a certain learning experiment, each participant had three trials and was assigned, for each
trial, a score of either –2, –1, 0, 1, or 2. The participant’s inal score consisted of the sum of the
irst trial score, 2 times the second trial score, and 3 times the third trial score. If Anne
received scores of 1 and –1 for her irst two trials, not necessarily in that order, which of the
following could NOT be her inal score?
A. –4
B. –2
C. 1
D. 5
E. 6
Arithmetic Applied Problems
If x represents Anne’s score on the third trial, then Anne’s inal score is either 1 + 2(–1) + 3x =
3x – 1 or –1 + 2(1) + 3x = 3x + 1, where x can have the value –2, –1, 0, 1, or 2. The following
table shows Anne’s inal score for each possible value of x.

x 3x – 1 3x + 1

–2 –7 –5

–1 –4 –2

0 –1 1

1 2 4

2 5 7

Among the answer choices, the only one not found in the table is 6.
The correct answer is E.
62. For all positive integers m and v, the expression m Θ v represents the remainder when m is
divided by v. What is the value of ((98 Θ 33) Θ 17) − (98 Θ (33 Θ 17))?
A. −10
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B. −2
C. 8
D. 13
E. 17
Arithmetic Operations with Integers
First, for ((98 Θ 33) Θ 17), determine 98 Θ 33, which equals 32, since 32 is the remainder
when 98 is divided by 33 (98 = 2(33) + 32). Then, determine 32 Θ 17, which equals 15, since
15 is the remainder when 32 is divided by 17 (32 = 1(17) + 15). Thus, ((98 Θ 33) Θ 17) = 15.
Next, for (98 Θ (33 Θ 17)), determine 33 Θ 17, which equals 16, since 16 is the remainder
when 33 is divided by 17 (33 = 1(17) + 16). Then, determine 98 Θ 16, which equals 2, since 2
is the remainder when 98 is divided by 16 (98 = 6(16) + 2). Thus, (98 Θ (33 Θ 17)) = 2.
Finally, ((98 Θ 33) Θ 17 − (98 Θ (33 Θ 17)) = 15 − 2 = 13.
The correct answer is D.

63. The chart above shows year-end values for Darnella’s investments. For just the stocks, what
was the increase in value from year-end 2000 to year-end 2003?
A. $1,000
B. $2,000
C. $3,000
D. $4,000
E. $5,000
Arithmetic Interpretation of Graphs
From the graph, the year-end 2000 value for stocks is 9,000 − 6,000 = 3,000 and the year-end
2003 value for stocks is 10,000 − 5,000 = 5,000. Therefore, for just the stocks, the increase in
value from year-end 2000 to year-end 2003 is 5,000 − 3,000 = 2,000.
The correct answer is B.

64. If the sum of the reciprocals of two consecutive odd integers is , then the greater of the two

integers is
A. 3
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B. 5
C. 7
D. 9
E. 11
Arithmetic Operations with Fractions

The sum of the reciprocals of 2 integers, a and b, is + = . Therefore, since is the

sum of the reciprocals of 2 consecutive odd integers, the integers must be such that their sum
is a multiple of 12 and their product is the same multiple of 35 so that the fraction reduces to
. Considering the simplest case where a + b = 12 and ab = 35, it is easy to see that the

integers are 5 and 7 since 5 and 7 are the only factors of 35 that are consecutive odd integers.
The larger of these is 7.
Algebraically, if a is the greater of the two integers, then b = a – 2 and

35(2a – 2) = 12a(a – 2)

70a – 70 =
12a2 – 24a

0=
12a2 – 94a + 70

0 = 2(6a – 5)(a – 7)

Thus, 6a – 5 = 0, so a = , or a – 7 = 0, so a = 7. Since a must be an integer, it follows that a = 7.

The correct answer is C.

65. What is the sum of the odd integers from 35 to 85, inclusive?
A. 1,560
B. 1,500
C. 1,240
D. 1,120
E. 1,100
Arithmetic Operations on Integers
The odd integers from 35 through 85 form an arithmetic sequence with irst term 35 and
each subsequent term 2 more than the preceding term. Thus the sum 35 + 37 + 39 + … + 85
can be found as follows:

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1st term 35 = 35

2nd term 37 = 35 + 1(2)

3rd term 39 = 35 + 2(2)

4th term 41 = 35 + 3(2)

… … …… ……

26th term 85 = 35 + 25(2)

Sum = 35(26) + (1 + 2 + 3 + … + 25)(2)

= 35(26) + (2)

see note below

= 910 + 650

= 1,560

Note that if s = 1 + 2 + 3 + … + 25, then 2s = (1 + 2 + 3 + … + 25) + (25 + 24 + 23 + … + 1), and

so 2s = (1 + 25) + (2 + 24) + (3 + 23) + … + (25 + 1) = (25)(26). Therefore, s = .

Alternatively, to determine the number of odd integers from 35 to 85, inclusive, consider that
3 of them (35, 37, and 39) have tens digit 3. Half of the integers with tens digit 4 are odd, so 5
of the odd integers between 35 and 85, inclusive, have tens digit 4. Similarly, 5 of the odd
integers between 35 and 85, inclusive, have tens digit 5; 5 have tens digit 6; and 5 have tens
digit 7. Finally, 3 have tens digit 8 (81, 83, and 85), and so the number of odd integers
between 35 and 85, inclusive, is 3 + 5 + 5 + 5 + 5 + 3 = 26. Now, let S = 35 + 37 + 39 + … + 85.
Then, S = 85 + 83 + 81 + … + 35, and it follows that 2S = (35 + 85) + (37 + 83) + (39 + 81) + …
+ (85 + 35) = (120)(26). Thus, S = 35 + 37 + 39 + … + 85 = = 1,560.

The correct answer is A.

66. For all numbers a, b, c, and d, is de ined by the equation . Which of

the following is equal to ?

A.

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B.

C.

D.

E.

Algebra Formulas
First, expand the given expression using the given de inition.

Next, compare the result, 7s + t, with the expanded versions of the answer choices.

(not correct)
A

(not correct)
B

(not correct)
C

(not correct)
D

(correct)
E

The correct answer is E.

67. In a certain sequence, each term after the irst term is one-half the previous term. If the tenth
term of the sequence is between 0.0001 and 0.001, then the twelfth term of the sequence is
between
A. 0.0025 and 0.025
B. 0.00025 and 0.0025
C. 0.000025 and 0.00025
D. 0.0000025 and 0.000025
E. 0.00000025 and 0.0000025
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Arithmetic Sequences
Let an represent the nth term of the sequence. It is given that each term after the irst term is
the previous term and that 0.0001 < a10 < 0.001. Then for or

0.00005 < a11 < 0.0005. For a12, < a12 < , or 0.000025 < a12 < 0.00025.
Thus, the twelfth term of the sequence is between 0.000025 and 0.00025.
The correct answer is C.
68. A certain drive-in movie theater has a total of 17 rows of parking spaces. There are 20
parking spaces in the irst row and 21 parking spaces in the second row. In each subsequent
row there are 2 more parking spaces than in the previous row. What is the total number of
parking spaces in the movie theater?
A. 412
B. 544
C. 596
D. 632
E. 692
Arithmetic Operations on Integers

Row Number of parking spaces

1st row 20

2nd row 21

3rd row 21 + 1(2)

4th row 21 + 2(2)

… … … …

17th row 21 + 15(2)

Then, letting S represent the total number of parking spaces in the theater,
S = 20 + (16)(21) + (1 + 2 + 3 + … + 15)(2)

=
20 + 336 + (2) see note below

= 356 + 240

= 596

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Note that if s = 1 + 2 + 3 + … + 15, then 2s = (1 + 2 + 3 + … + 15) + (15 + 14 + 13 + … + 1), and

so 2s = (1 + 15) + (2 + 14) + (3 + 13) + … + (15 + 1) = (15)(16). Therefore, s = .

The correct answer is C.

69. Ada and Paul received their scores on three tests. On the irst test, Ada’s score was 10 points
higher than Paul’s score. On the second test, Ada’s score was 4 points higher than Paul’s
score. If Paul’s average (arithmetic mean) score on the three tests was 3 points higher than
Ada’s average score on the three tests, then Paul’s score on the third test was how many
points higher than Ada’s score?
A. 9
B. 14
C. 17
D. 23
E. 25
Algebra Statistics
Let a1, a2, and a3 be Ada’s scores on the irst, second, and third tests, respectively, and let p1,
p2, and p3 be Paul’s scores on the irst, second, and third tests, respectively. Then, Ada’s

average score is and Paul’s average score is . But Paul’s average

score is 3 points higher than Ada’s average score, so . Also, it

is given that a1 = p1 + 10 and , so by substitution,

. Then

and so p3 = a3 + 23. On the third test, Paul’s

score was 23 points higher than Ada’s score.
The correct answer is D.
70. The price of a certain stock increased by 0.25 of 1 percent on a certain day. By what fraction
did the price of the stock increase that day?

A.

B.

C.

D.

E.

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Arithmetic Percents
It is given that the price of a certain stock increased by 0.25 of 1 percent on a certain day. This

is equivalent to an increase of of which is , and .

The correct answer is B.

71. For each trip, a taxicab company charges $4.25 for the irst mile and $2.65 for each additional
mile or fraction thereof. If the total charge for a certain trip was $62.55, how many miles at
most was the trip?
A. 21
B. 22
C. 23
D. 24
E. 25
Arithmetic Applied Problems
Subtracting the charge for the irst mile leaves a charge of $62.55 – $4.25 = $58.30 for the
miles after the irst mile. Divide this amount by $2.65 to ind the number of miles to which
$58.30 corresponds: = 22 miles. Therefore, the total number of miles is at most 1 (the
irst mile) added to 22 (the number of miles after the irst mile), which equals 23.
The correct answer is C.
72. When 24 is divided by the positive integer n, the remainder is 4. Which of the following
statements about n must be true?
I. n is even.
II. n is a multiple of 5.
III. n is a factor of 20.
A. III only
B. I and II only
C. I and III only
D. II and III only
E. I, II, and III
Arithmetic Properties of Numbers
Since the remainder is 4 when 24 is divided by the positive integer n and the remainder must
be less than the divisor, it follows that 24 = qn + 4 for some positive integer q and 4 < n, or qn
= 20 and n > 4. It follows that n = 5, or n = 10, or n = 20 since these are the only factors of 20
that exceed 4.
I. n is not necessarily even. For example, n could be 5.
II. n is necessarily a multiple of 5 since the value of n is either 5, 10, or 20.
III. n is a factor of 20 since 20 = qn for some positive integer q.
The correct answer is D.

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73. Terry needs to purchase some pipe for a plumbing job that requires pipes with lengths of 1 ft
4 in, 2 ft 8 in, 3 ft 4 in, 3 ft 8 in, 4 ft 8 in, 5 ft 8 in, and 9 ft 4 in. The store from which Terry will
purchase the pipe sells pipe only in 10-ft lengths. If each 10-ft length can be cut into shorter
pieces, what is the minimum number of 10-ft pipe lengths that Terry needs to purchase for the
plumbing job?
(Note: 1 ft = 12 in)
A. 3
B. 4
C. 5
D. 6
E. 7
Arithmetic Operations with Integers; Measurement Conversion
The 7 lengths of pipe Terry needs total 30 feet plus 8 inches, which means Terry will need to
buy at least 4 pipes, each 10 feet long. Four pipes will suf ice if Terry cuts pieces of the
following lengths:
1st pipe: 9 feet 4 inches (with 8 inches left)
2nd pipe: 5 feet 8 inches and 3 feet 8 inches (with 8 inches left)
3rd pipe: 4 feet 8 inches, 3 feet 4 inches, and 1 foot 4 inches (with 8 inches left)
4th pipe: 2 feet 8 inches (with 7 feet 4 inches left)
The correct answer is B.

74. What is the thousandths digit in the decimal equivalent of ?

A. 0
B. 1
C. 3
D. 5
E. 6
Arithmetic Place Value

= = 0.0106 and the thousandths digit is 0.

The correct answer is A.

75. If a equals the sum of the even integers from 2 to 20, inclusive, and b equals the sum of the
odd integers from 1 to 19, inclusive, what is the value of a – b?
A. 1
B. 10
C. 19
D. 20
E. 21
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Arithmetic Series and Sequences

a = 2 + 4 + 6 + ... + 20

b = 1 + 3 + 5 + ... + 19

a − b = (2 − 1) + (4 − 3) + (6 − 5) + ... + (20 − 19)

= 1 + 1 + 1 + ... + 1

Since there are 10 even numbers in the expression for a above—note that the expression for
a can be written as 2(1 + 2 + 3 + ... + 10)—it follows that there are 10 occurrences of 1 in the
expression for a − b, and hence a − b = 10 × 1 = 10.
The correct answer is B.
76. If a, b, c, and d are consecutive even integers and a < b < c < d, then a + b is how much less
than c + d?
A. 2
B. 4
C. 6
D. 8
E. 10
Algebra Series and Sequences; Simplifying Algebraic Expressions
Since a, b, c, and d are consecutive even integers in this order, we have b = a + 2, c = b + 2 = a
+ 4, and d = c + 2 = a + 6. Therefore, the amount by which a + b is less than c + d is (c + d) − (a
+ b) = (a + 4 + a + 6) − (a + a + 2) = 8.
The correct answer is D.
77. A retailer sold an appliance for $80. If the retailer’s gross pro it on the appliance was 25
percent of the retailer’s cost for the appliance, how many dollars was the retailer’s gross
pro it?
A. $10
B. $16
C. $20
D. $24
E. $25
Algebra Applied Problems; First-Degree Equations
Let $C be the cost of the appliance. The appliance sold for $80 and the pro it was 25% of the
cost. Since selling price equals cost plus pro it, it follows that 80 = C + 0.25C = 1.25C. Dividing
both sides by 1.25 (equivalently, dividing both sides by ), we have C = 64. Therefore, the

pro it is 0.25($C) = × $64 = $16.

The correct answer is B.

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78. Beth has a collection of 8 boxes of clothing for a charity, and the average (arithmetic mean)
number of pieces of clothing per box is c. If she replaces a box in the collection that contains
12 pieces of clothing with a box that contains 22 pieces of clothing, what is the average
number of pieces of clothing per box for the new collection, in terms of c?
A. c −

B. c +

C. 8 −

D. 8 +

E. 8c − 10
Algebra Average
Before the replacement, the total number of pieces of clothing in the 8 boxes was 8c. After the
replacement, the total number of pieces of clothing in the 8 boxes was 8c − 12 + 22 = 8c + 10.
Therefore, the average number of pieces of clothing per box for the new collection is

= + =c+ .

The correct answer is B.

79. The value of the expression above is closest to which of the following?
A. 0.0001
B. 0.001
C. 0.01
D. 1
E. 10
Arithmetic Estimation
= ≈

Alternatively (and less heuristically), because a small relative change (i.e., a small percentage
change) in the value of the numerator of a fraction produces a small relative change in the
value of the fraction, and similarly for the denominator, it follows that ≈

The correct answer is C.

80. If x + 1 = t and t = 3 − x, then x =
A. –2
B. –1
C. 0
D. 1

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E. 2
Algebra First-Degree Equations
x+1 = 3−x substitution

x+x = 3−1 add x − 1 to both sides

2x = 2 combine like terms

x=1 divide both sides by 2

The correct answer is D.

81. If x = kc and y = kt, then y − x =
A. k(t − c)
B. k(c − t)
C. c(k − t)
D. t(k − c)
E. k(1 − t)
Algebra Simplifying Algebraic Expressions

y − x = kt − kc given

y − x = k(t − c) distributive property

The correct answer is A.

82. If k is a positive even integer, which of the following must be an odd integer?
I. k2 − 3k + 4
II. k5 + 3
III. 7k − 7
A. II only
B. III only
C. I and III only
D. II and III only
E. I, II, and III
Arithmetic Properties of Integers
The table below shows some results for adding, subtracting, and multiplying even and odd
integers. For example, an even integer plus an even integer is an even integer (for example, 4
+ 8 equals 12, which is even) and an odd integer times an odd integer is an odd integer (for
example, 3 × 7 equals 21, which is odd).

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even ± even is even

even ± odd is odd

odd ± odd is even

even × even is even

even × odd is even

odd × odd is odd

Now apply these results to the expressions in I, II, and III when k is an even integer.
I. k2 − 3k + 4 is even − even + even, which is EVEN.
II. k5 + 3 is even + odd, which is ODD.
III. 7k – 7 is even – odd, which is ODD.
The correct answer is D.
Questions 83 to 147 — Dif iculty: Medium

83. If the result obtained when 2 is subtracted from 5x is equal to the sum of 10 and 3x, what is

the value of x?
A. –22
B. –4
C. 4
D. 18
E. 22
Algebra First-Degree Equations
The result obtained when 2 is subtracted from 5x is 5x – 2, and the sum of 10 and 3x is 10 +
3x. Therefore, it is given that of 5x – 2 is equal to 10 + 3x, or (5x – 2) = 10 + 3x.

(5x – 2) = 10 + 3x given

5x – 2 = 20 + 6x multiply both sides by 2

–22 = x subtract both 5x and 20 from both sides

The correct answer is A.

84. If Car A took n hours to travel 2 miles and Car B took m hours to travel 3 miles, which of the
following expresses the time it would take Car C, traveling at the average (arithmetic mean) of
those rates, to travel 5 miles?

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A.

B.

C.

D.

E.

Algebra Applied Problems

This is a rate problem that can be solved by several applications of the formula
rate × time = distance.
Let rA and rB be the rates, respectively and in miles per hour, of Car A and Car B. Then
omitting units for simplicity, for Car A this formula becomes rA × n = 2, or , and for Car

B this formula becomes rB × m = 3, or . Thus, the average of the two rates is

Therefore, if t is the desired time, in

hours, that Car C traveled, then the above formula for Car C becomes , or

The correct answer is A.

85. If x, y, and k are positive and x is less than y, then is

A. 1

B. greater than

C. equal to

D. less than

E. less than or greater than , depending on the value of k

Algebra Ratios

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x<y given

kx < ky multiply by positive k

xy + kx < xy + ky add xy

x(y + k) < y(x + k) factor

x< divide by positive y + k

< divide by positive y

Thus, > .

The correct answer is B.

86. Consider the following set of inequalities: p > q, s > r, q > t, s > p, and r > q. Between which two
quantities is no relationship established?
A. p and r
B. s and t
C. s and q
D. p and t
E. r and t
Algebra Order
Using r > q and q > t gives r > t, so a relationship is established between r and t. The correct
answer is NOT E.
Using p > q and q > t gives p > t, so a relationship is established between p and t. The correct
answer is NOT D.
Using s > r and r > q gives s > q, so a relationship is established between s and q. The correct
answer is NOT C.
Using s > r, r > q, and q > t gives s > t, so a relationship is established between s and t. The
correct answer is NOT B.
Alternately, the diagram below shows the given relationships and does not establish a
relationship between p and r.

The correct answer is A.

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87. Carl averaged 2m miles per hour on a trip that took him h hours. If Ruth made the same trip
in h hours, what was her average speed in miles per hour?

A. mh

B. mh

C. m

D. m

E. 3m
Algebra Applied Problems
Using
distance = rate × time,

the distance Carl traveled on the trip was 2mh miles. Using rate = , Ruth’s rate was

= (2m) = 3m.

The correct answer is E.

88. Of three persons, two take relish, two take pepper, and two take salt. The one who takes no
salt takes no pepper, and the one who takes no pepper takes no relish. Which of the following
statements must be true?
I. The person who takes no salt also takes no relish.
II. Any of the three persons who takes pepper also takes relish and salt.
III. The person who takes no relish is not one of those who takes salt.
A. I only
B. II only
C. III only
D. I and II only
E. I, II, and III
Arithmetic Sets (Venn Diagrams)
Although this problem can be solved by the use of a Venn diagram, it is probably simpler to
use ordinary reasoning. The single person who takes no salt takes no pepper, and the single
person who takes no pepper takes no relish, so exactly one person does not take any of the
three. Thus, each of the other two people take all three. The table below shows these results
where Person 1 does not take any of the three and Persons 2 and 3 each take all three.

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Person Relish Pepper Salt

1 no no no

2 yes yes yes

3 yes yes yes

The only person who takes no salt is Person 1, who also takes no relish, so I must be true.
The only people who take pepper are Persons 2 and 3, and each of them also takes relish and
salt, so II must be true.
The only person who takes no relish is Person 1, who is not a person who takes salt, so III
must be true.
The correct answer is E.
89. If the smaller of 2 consecutive odd integers is a multiple of 5, which of the following could
NOT be the sum of these 2 integers?
A. –8
B. 12
C. 22
D. 52
E. 252
Algebra Operations with Integers
Since the smaller of the 2 consecutive odd integers is a multiple of 5, let it be represented by
5n for some integer n. Then the other odd integer can be represented by 5n + 2. The sum of
these two integers is 10n + 2. The sum is –8 when n = –1 and 5n = (5)(–1) is odd. The sum is
12 when n = 1 and 5n = (5)(1) is odd. The sum is 22 when n = 2, but 5n = (5)(2) is not odd.
There is no need to check the D and E because it has been determined that 22 cannot be the
sum of the 2 consecutive odd integers. For completeness, the sum is 52 when n = 5 and 5n =
(5)(5) is odd. The sum is 252 when n = 25 and 5n = (5)(25) is odd.
The correct answer is C.

90. Eight light bulbs numbered 1 through 8 are arranged in a circle as shown above. The bulbs
are wired so that every third bulb, counting in a clockwise direction, lashes until all bulbs
have lashed once. If the bulb numbered 1 lashes irst, which numbered bulb will lash last?
A. 2

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B. 3
C. 4
D. 6
E. 7
Arithmetic Properties of Integers
The easiest way to do this problem might be by just counting every third bulb going clockwise
around the circle starting at Bulb 1, which lashes, skipping 2 bulbs and getting to Bulb 4,
which lashes, skipping 2 bulbs and getting to Bulb 7, which lashes, skipping 2 bulbs and
getting to Bulb 2, which lashes, skipping 2 bulbs and getting to Bulb 5, which lashes, skipping
2 bulbs and getting to Bulb 8, which lashes, skipping 2 bulbs and getting to Bulb 3, which
lashes, and inally skipping 2 bulbs and getting to Bulb 6, which lashes. Now, all 8 bulbs have
lashed once and the last one to lash was Bulb 6.
The correct answer is D.
Closing Prices of Stock X
During a Certain Week
(in dollars)

Monday Tuesday Wednesday Thursday Friday

21 19 22 23

91. A certain inancial analyst de ines the “volatility” of a stock during a given week to be the
result of the following procedure: ind the absolute value of the difference in the stock’s
closing price for each pair of consecutive days in the week and then ind the average
(arithmetic mean) of these 4 values. What is the volatility of Stock X during the week shown in
the table?
A. 0.50
B. 1.80
C. 2.00
D. 2.25
E. 2.50
Arithmetic Statistics
The volatility of Stock X during the week is the average of the 4 values associated with the 4
pairs of consecutive days during the week.

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The correct answer is D.

92. If , for what value of x will the value of y be greatest?

A. –5

B.

C. 0

D.

E.

Algebra Functions; Absolute Value

Since the absolute value of any real number is greater than or equal to zero, it follows that |3x
− 5| ≥ 0. Also, for any real number x we have x2 ≥ 0, and hence −x2 ≤ 0. Subtracting 3 from
both sides of the last inequality gives −x2 − 3 ≤ −3. Therefore, the numerator of the
expression for y is greater than or equal to zero and the denominator of the expression for y
is negative. It follows that the value of y cannot be greater than 0. However, the value of y is
equal to 0 when |3x − 5| = 0, or 3x − 5 = 0, or . Therefore, the value of x for which the

value of y is greatest (i.e., when y = 0) is .

The correct answer is E.

93. What values of x have a corresponding value of y that satis ies both xy > 0 and xy = x + y?
A.
B.
C.
D. x > 1
E. All real numbers
Algebra Equations; Inequalities
First, use xy = x + y to solve for y in terms of x.
xy = x + y given

xy − y = x subtract y from both sides

y(x − 1) = x factor

y= divide both sides by x − 1

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Note that the division by x − 1 requires x ≠ 1, and thus x = 1 needs to be considered

separately. However, if x = 1, then xy = x + y becomes y = 1 + y, which is not true for any value
of y. Using , it follows that the inequality xy > 0 is equivalent to . Since x2 ≥

0 for each value of x, the quotient can only be positive when x ≠ 0 and x − 1 is positive,
or when x > 1.
Alternatively, the correct answer can be found by eliminating the incorrect answers, which can
be accomplished by considering the endpoints of the intervals given in the answer choices.

Case 1:
If x = −1, then xy = x + y becomes −y = −1 + y, or . However, in this case

is negative, and thus xy > 0 is not true. Therefore, the answer

cannot be A or E.

Case 2: If x = 0, then xy = 0, and thus xy > 0 is not true. Therefore, the answer cannot be B
or E.

Case 3: If x = 1, then xy = x + y becomes y = 1 + y, which is not true for any value of y.

Therefore, the answer cannot be C or E.

Since the answer cannot be A, B, C, or E, it follows that the answer is D.

The correct answer is D.
94. Employee X’s annual salary is $12,000 more than half of Employee Y’s annual salary.
Employee Z’s annual salary is $15,000 more than half of Employee X’s annual salary. If
Employee X’s annual salary is $27,500, which of the following lists these three people in order
of increasing annual salary?
A. Y, Z, X
B. Y, X, Z
C. Z, X, Y
D. X, Y, Z
E. X, Z, Y
Algebra First-Degree Equations
Letting x, y, and z represent the annual salary, in dollars, of Employee X, Employee Y, and
Employee Z, respectively, the following information is given:
1.

2.

3. x = 27,500

From (1) and (3), it follows that 27,500 = 12,000 + or y = 2(27,500 − 12,000) = 31,000.

From (2) and (3), it follows that z = 15,000 + = 28,750. Therefore, x < z < y.

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The correct answer is E.

95.

The formula above gives the contribution C, in dollars, to a certain pro it-sharing plan for a
participant with a salary of s dollars. How many more dollars is the contribution for a
participant with a salary of $70,000 than for a participant with a salary of $50,000?
A. $800
B. $1,400
C. $2,000
D. $2,400
E. $2,800
Algebra Applied Problems; Formulas
For a participant with a salary of $70,000, C = 0.1($70,000) + 0.04($70,000 − $60,000) =
$7,000 + $400 = $7,400. For a participant with a salary of $50,000, C = 0.1($50,000) = $5,000.
The difference is $7,400 − $5,000 = $2,400.
The correct answer is D.

96. Next month, Ron and Cathy will each begin working part-time at of their respective current

salaries. If the sum of their reduced salaries will be equal to Cathy’s current salary, then Ron’s
current salary is what fraction of Cathy’s current salary?

A.

B.

C.

D.

E.

Algebra First-Degree Equations

Letting R and C, respectively, represent Ron’s and Cathy’s current salaries, it is given that

. It follows that and .

The correct answer is E.

97. David and Ron are ordering food for a business lunch. David thinks that there should be twice
as many sandwiches as there are pastries, but Ron thinks the number of pastries should be 12
more than one-fourth of the number of sandwiches. How many sandwiches should be
ordered so that David and Ron can agree on the number of pastries to order?

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A. 12
B. 16
C. 20
D. 24
E. 48
Algebra Simultaneous Equations
Let S be the number of sandwiches that should be ordered and let P be the number of
pastries that should be ordered. Then David desires S = 2P and Ron desires .

S = 2P given

S=
2(12 + S) P = 12 + S

S= distributive law
24 + S

S = 24 subtract S from both sides

S = 48 multiply both sides by 2

The correct answer is E.

98. The cost of purchasing each box of candy from a certain mail order catalog is v dollars per
pound of candy, plus a shipping charge of h dollars. How many dollars does it cost to
purchase 2 boxes of candy, one containing s pounds of candy and the other containing t
pounds of candy, from this catalog?
A. h + stv
B. 2h + stv
C. 2hstv
D. 2h + s + t + v
E. 2h + v(s + t)
Algebra Formulas
The cost, in dollars, to purchase the 2 boxes of candy is the sum of 2 shipping charges and the
cost of s + t pounds of candy.
cost = (2 shipping charges) + (v)(s + t)

cost = 2(h) + (v)(s + t)

cost = 2h + v(s + t)

The correct answer is E.

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99. If , then

A.

B.

C. 3x2 – 4
D. 3x – 4
E. 3x + 4
Algebra Factoring

= group

= factor

= factor

= 3x2 – 4 cancel since x ≠

Alternatively, sometimes it is easier or quicker to test one-variable expressions for equality by

substituting a convenient value for the variable and eliminating answer choices for which the
value of the expression in that answer choice does not equal the value of the given
expression. For example, choose x = 0, since calculations for x = 0 are minimal. Then, as
shown in the table below, , but and 3x + 4 =

4, neither of which equals –4, so answer choices A and E can be eliminated. Another
convenient value to choose for x is 1. There is no need to evaluate answer choices A and E at 1
since they have already been eliminated. As shown, when , but

, so answer choice B can be eliminated. A third convenient value for x

is –1. There is no need to evaluate answer choices A, B, and E at –1 since they have already
been eliminated. As shown, when , but 3x – 4 = –7 ≠ −1, so

answer choice D can be eliminated. Note that, if x = −1 had been chosen initially, A, B, D, and E
would have been eliminated immediately since ,

, 3x – 4 = –7 ≠ –1, and 3x + 4 = 1 ≠ –1.

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x = 0 x = 1 x = –1

–4 –1 –1

A –8

B –4

C –4 –1 –1
3x2 – 4

D 3x – 4 –4 –1 –7

E 3x + 4 4

The correct answer is C.

100. If x2 + bx + 5 = (x + c)2 for all numbers x, where b and c are positive constants, what is the
value of b?
A.

B.

C.

D.
E. 10
Algebra Second-Degree Equations
Given that x2 + bx + 5 = (x + c)2, since (x + c)2 = x2 + 2cx + c2, it follows that 5 = c2 and b = 2c.
The possible values of c are and , but since c is positive, c = and .

The correct answer is C.

101. Last year Shannon listened to a certain public radio station 10 hours per week and
contributed $35 to the station. Of the following, which is closest to Shannon’s contribution per
minute of listening time last year?
A. $0.001
B. $0.010
C. $0.025
D. $0.058
E. $0.067
Arithmetic Measurement Conversion

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Since there are 52 weeks in 1 year and 60 minutes in 1 hour, 10 hours per week is equivalent
to (10)(52)(60) = 31,200 minutes per year. Shannon’s $35 contribution is then

dollars per minute, which is closest to $0.001 per minute.

The correct answer is A.
102. Each of the 20 employees at Company J is to receive an end-of-year bonus this year. Agnes will
receive a larger bonus than any other employee, but only $500 more than Cheryl will receive.
None of the employees will receive a smaller bonus than Cheryl. If the amount of money to be
distributed in bonuses at Company J this year totals $60,000, what is the largest bonus Agnes
can receive?
A. $3,250
B. $3,325
C. $3,400
D. $3,475
E. $3,500
Algebra Applied Problems
Since the total amount of the bonuses is ixed, the largest possible bonus that Agnes can
receive will occur when the total amount received by the 19 employees other than Agnes is
the smallest possible. Let A be the bonus, in dollars, that Agnes receives. Then, in dollars,
Cheryl will receive (A – 500), and each of the remaining 18 employees will receive between (A
– 500) and A. Therefore, the total amount received by the 19 employees other than Agnes is
smallest when each of these 19 employees receives (A – 500) dollars.
19(A – 500) + A = 60,000 total of 20 bonuses is $60,000

19A – 9,500 + A = 60,000 distributive law

20A – 9,500 = 60,000 combine like terms

20A = 69,500 add 9,500 to both sides

A = 3,475 divide both sides by 20

The correct answer is D.

103. Beth, Naomi, and Juan raised a total of $55 for charity. Naomi raised $5 less than Juan, and
Juan raised twice as much as Beth. How much did Beth raise?
A. $9
B. $10
C. $12
D. $13
E. $15
Algebra Simultaneous Equations
Let B, N, and J be the amounts raised, respectively and in dollars, by Beth, Naomi, and Juan.
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B + N + J = 55 given

N = J−5 given

J = 2B given

J = 55 − B − N subtract B + N from both sides of irst equation

J = 55 − B − (J − 5) N=J−5

2B = 55 – B − (2B − 5) J = 2B

B = 12 solve for B

The correct answer is C.

104. The set of solutions for the equation (x2 – 25)2 = x2 – 10x + 25 contains how many real
numbers?
A. 0
B. 1
C. 2
D. 3
E. 4
Algebra Second-Degree Equations

(x2 – 25)2 = x2 – 10x + 25 given

(x + 5)2(x – 5)2 = (x – 5)2 factor

(x + 5)2(x – 5)2 – (x – 5)2 = 0 subtract (x – 5)2

(x – 5)2 [(x + 5)2 – 1] = 0 factor

(x – 5)2 [(x + 5) – 1][(x + 5) + 1] = 0 factor

(x – 5)2(x + 4)(x + 6) = 0 subtraction, addition

Thus, the solution set of (x2 – 25)2 = x2 – 10x + 25 contains 3 real numbers: 5, –4, and –6.
The correct answer is D.
105. An aerosol can is designed so that its bursting pressure, B, in pounds per square inch, is
120% of the pressure, F, in pounds per square inch, to which it is initially illed. Which of the
following formulas expresses the relationship between B and F?
A. B = 1.2F
B. B = 120F
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C. B = 1 + 0.2F

D.

E.

Algebra Formulas; Percents

We are given that B is 120% of F, so B = (120%)F, or B = 1.2F. Note that both B and F are
given in pounds per square inch, so there are no unit conversions involved.
The correct answer is A.
106. The average (arithmetic mean) of the positive integers x, y, and z is 3. If x < y < z, what is the
greatest possible value of z?
A. 5
B. 6
C. 7
D. 8
E. 9
Algebra Inequalities

It is given that or x + y + z = 9, or z = 9 + (–x – y). It follows that the greatest

possible value of z occurs when –x – y = –(x + y) has the greatest possible value, which occurs
when x + y has the least possible value. Because x and y are different positive integers, the
least possible value of x + y occurs when x = 1 and y = 2. Therefore, the greatest possible
value of z is 9 – 1 – 2 = 6.
The correct answer is B.
107. The product of 3,305 and the 1-digit integer x is a 5-digit integer. The units (ones) digit of the
product is 5 and the hundreds digit is y. If A is the set of all possible values of x and B is the set
of all possible values of y, then which of the following gives the members of A and B?

A B

(A) {1, 3, 5, 7, 9} {0, 1, 2, 3, 4, 5, 6, 7, 8, 9}

(B) {1, 3, 5, 7, 9} {1, 3, 5, 7, 9}

(C) {3, 5, 7, 9} {1, 5, 7, 9}

(D) {5, 7, 9} {1, 5, 7}

(E) {5, 7, 9} {1, 5, 9}

Arithmetic Properties of Numbers

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Since the products of 3,305 and 1, 3,305 and 2, and 3,305 and 3 are the 4-digit integers 3,305,
6,610, and 9,915, respectively, it follows that x must be among the 1-digit integers 4, 5, 6, 7, 8,
and 9. Also, since the units digit of the product of 3,305 and x is 5, it follows that x cannot be 4
(product has units digit 0), 6 (product has units digit 0), or 8 (product has units digit 0).
Therefore, A = {5, 7, 9}. The possibilities for y will be the hundreds digits of the products
(3,305)(5) = 16,525, (3,305)(7) = 23,135, and (3,305)(9) = 29,745. Thus, y can be 5, 1, or 7,
and so B = {1, 5, 7}.
The correct answer is D.

108. If x and y are integers such that 2 < x ≤ 8 and 2 < y ≤ 9, what is the maximum value of ?

A. −3

B. 0

C.

D.

E. 2
Algebra Inequalities

Because x and y are both positive, the maximum value of will occur when the value of

is maximum and the value of is minimum. The value of is maximum when the value of x

is minimum or when x = 3. The value of is minimum when the value of x is minimum (or
when x = 3) and the value of y is maximum (or when y = 9). Thus, the maximum value of
is − = 0.

The correct answer is B.

109. Items that are purchased together at a certain discount store are priced at $3 for the irst item
purchased and $1 for each additional item purchased. What is the maximum number of items
that could be purchased together for a total price that is less than $30?
A. 25
B. 26
C. 27
D. 28
E. 29
Arithmetic Applied Problems
After the irst item is purchased, $29.99 – $3.00 = $26.99 remains to purchase the additional
items. Since the price for each of the additional items is $1.00, a maximum of 26 additional
items could be purchased. Therefore, a maximum of 1 + 26 = 27 items could be purchased for
less than $30.00.
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The correct answer is C.

110. What is the least integer z for which (0.000125)(0.0025)(0.00000125) × 10z is an integer?
A. 18
B. 10
C. 0
D. −10
E. −18
Arithmetic Decimals
Considering each of the three decimal numbers in parentheses separately, we know that
0.000125 × 106 is the integer 125, 0.0025 × 104 is the integer 25, and 0.00000125 × 108 is
the integer 125. We thus know that (0.000125) × 106 × (0.0025) × 104 × (0.00000125) × 108
= (0.000125)(0.0025)(0.00000125) × 106 × 104 × 108 = (0.000125)(0.0025)(0.00000125) ×
106 + 4 + 8 = (0.000125)(0.0025)(0.00000125) × 1018 is the integer 125 × 25 × 125. We
therefore know that if z = 18, then (0.000125)(0.0025)(0.00000125) × 10z is an integer.
Now, if the product 125 × 25 × 125 were divisible by 10, then for at least one integer z less
than 18, (0.000125)(0.0025)(0.00000125) × 10z would be an integer. However, each of the
three numbers being multiplied in the product 125 × 25 × 125 is odd (not divisible by 2). We
thus know that 125 × 25 × 125 is not divisible by 2 and is therefore odd. Because only even
numbers are divisible by 10, we know that 125 × 25 × 125 is not divisible by 10. We thus
know that 18 is the least integer z such that (0.000125)(0.0025)(0.00000125) × 10z is an
integer.
Note that it is not necessary to perform the multiplication 125 × 25 × 125.
The correct answer is A.
111. The average (arithmetic mean) length per ilm for a group of 21 ilms is t minutes. If a ilm
that runs for 66 minutes is removed from the group and replaced by one that runs for 52
minutes, what is the average length per ilm, in minutes, for the new group of ilms, in terms of
t?

A.

B.

C. 21t + 14

D.

E.

Arithmetic Statistics
Let S denote the sum of the lengths, in minutes, of the 21 ilms in the original group. Since the
average length is t minutes, it follows that

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If a 66-minute ilm is replaced by a 52-minute ilm, then the sum of the lengths of the 21 ilms
in the resulting group is S − 66 + 52 = S − 14. Therefore, the average length of the resulting 21
ilms is

The correct answer is B.

112. A garden center sells a certain grass seed in 5-pound bags at $13.85 per bag, 10-pound bags
at $20.43 per bag, and 25-pound bags at $32.25 per bag. If a customer is to buy at least 65
pounds of the grass seed, but no more than 80 pounds, what is the least possible cost of the
grass seed that the customer will buy?
A. $94.03
B. $96.75
C. $98.78
D. $102.07
E. $105.36
Arithmetic Applied Problems
Let x represent the amount of grass seed, in pounds, the customer is to buy. It follows that 65
≤ x ≤ 80. Since the grass seed is available in only 5-pound, 10-pound, and 25-pound bags, then
the customer must buy either 65, 70, 75, or 80 pounds of grass seed. Because the seed is
more expensive per pound for smaller bags, the customer should minimize the number of the
smaller bags and maximize the number of 25-pound bags to incur the least possible cost for
the grass seed. The possible purchases are given in the table below.

Number Number Number

of of of
25-pound 10-pound 5-pound Total
x bags bags bags cost

65 2 1 1 $98.78

70 2 2 0 $105.36

75 3 0 0 $96.75

80 3 0 1 $110.60

The least possible cost is then 3($32.25) = $96.75.

The correct answer is B.
113. If x = −|w|, which of the following must be true?
A. x = −w
B. x = w
C. x2 = w
D. x2 = w2
E. x3 = w3
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Algebra Absolute Value

Squaring both sides of x = −|w| gives x2 = (−|w|)2, or x2 = |w|2 = w2.
Alternatively, if (x, w) is equal to either of the pairs (−1, 1) or (−1, −1), then x = −|w| is true.
However, each of the answer choices except x2 = w2 is false for at least one of these two pairs.
The correct answer is D.
114. A certain inancial institution reported that its assets totaled $2,377,366.30 on a certain day. Of
this amount, $31,724.54 was held in cash. Approximately what percent of the reported assets
was held in cash on that day?
A. 0.00013%
B. 0.0013%
C. 0.013%
D. 0.13%
E. 1.3%
Arithmetic Percents; Estimation
The requested percent can be estimated by converting the values into scienti ic notation.

value as fraction

= convert to scienti ic notation

= arithmetic property of fractions

= subtract exponents

≈ approximate
× 10–2

= convert to decimal fraction

1.5 × 10–2

= 0.015 multiply

= 1.5% convert to percent

A more detailed computation would show that 1.3% is a better approximation. However, in
order to select the best value from the values given as answer choices, the above computation
is suf icient.
The correct answer is E.

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115. In the correctly worked addition problem shown, where the sum of the two-digit positive
integers AB and BA is the three-digit integer AAC, and A, B, and C are different digits, what is
the units digit of the integer AAC?
A. 9
B. 6
C. 3
D. 2
E. 0
Arithmetic Place Value
Determine the value of C.
It is given that (10 A + B) + (10B + A) = 100 A + 10 A + C or 11 A + 11B = 110 A + C. Thus, 11B
− 99 A = C, or 11(B − 9 A) = C. Therefore, C is divisible by 11, and 0 is the only digit that is
divisible by 11.
The correct answer is E.
116. The hard drive, monitor, and printer for a certain desktop computer system cost a total of
$2,500. The cost of the printer and monitor together is equal to of the cost of the hard

drive. If the cost of the printer is $100 more than the cost of the monitor, what is the cost of
the printer?
A. $800
B. $600
C. $550
D. $500
E. $350
Algebra Simultaneous Equations
Letting d, m, and p, respectively, represent the cost of the hard drive, monitor, and printer, the
following equations are given:
1. d + m + p = 2,500

2. p + m =

3. p = m + 100

Using (2) and substituting for m + p in (1) gives , from which d = 1,500. Then
from (1), p + m = 1,000, but m = p − 100 from (2), so 2p − 100 = 1,000, 2p = 1,100, and p =
550.
The correct answer is C.

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117. Given the inequalities above, which of the following CANNOT be the value of r?
A. −20
B. −5
C. 0
D. 5
E. 20
Algebra Inequalities
Since |s| ≤ 5, it follows that −5 ≤ s ≤ 5. Therefore, −20 ≤ 4s ≤ 20, and hence −15 ≤ 4s + 5 ≤ 25.
Since 3r ≤ 4s + 5 (given) and 4s +5 ≤ 25 (end of previous sentence), it follows that 3r ≤ 25.
Among the answer choices, 3r ≤ 25 is false only for r = 20.
The correct answer is E.
118. If m is an even integer, v is an odd integer, and m > v > 0, which of the following represents the
number of even integers less than m and greater than v?

A.

B.

C.

D. m – v – 1
E. m – v
Arithmetic Properties of Numbers
Since there is only one correct answer, one method of solving the problem is to choose values
for m and v and determine which of the expressions gives the correct number for these
values. For example, if m = 6 and v = 1, then there are 2 even integers less than 6 and greater
than 1, namely the even integers 2 and 4. As the table below shows, is the only

expression given that equals 2.

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– 1 = 1.5

=2

= 2.5

m–v–1 = 4

m–v = 5

To solve this problem it is not necessary to show that always gives the correct

number of even integers. However, one way this can be done is by the following method, irst
shown for a speci ic example and then shown in general. For the speci ic example, suppose v
= 15 and m = 144. Then a list—call it the irst list—of the even integers greater than v and less
than m is 16, 18, 20, …, 140, 142. Now subtract 14 (chosen so that the second list will begin
with 2) from each of the integers in the irst list to form a second list, which has the same
number of integers as the irst list: 2, 4, 6, …, 128. Finally, divide each of the integers in the
second list (all of which are even) by 2 to form a third list, which also has the same number of
integers as the irst list: 1, 2, 3, …, 64. Since the number of integers in the third list is 64, it
follows that the number of integers in the irst list is 64. For the general situation, the irst list
is the following list of even integers: v + 1, v + 3, v + 5, …, m – 4, m – 2. Now subtract the even
integer v – 1 from (i.e., add –v + 1 to) each of the integers in the irst list to obtain the second
list: 2, 4, 6, …, m – v – 3, m – v – 1. (Note, for example, that m – 4 – (v – 1) = m – v – 3.) Finally,
divide each of the integers (all of which are even) in the second list by 2 to obtain the third
list: 1, 2, 3, …, , . Since the number of integers in the third list is ,

it follows that the number of integers in the irst list is .

The correct answer is B.

119. A positive integer is divisible by 9 if and only if the sum of its digits is divisible by 9. If n is a
positive integer, for which of the following values of k is 25 × 10n + k × 102n divisible by 9?
A. 9
B. 16
C. 23
D. 35
E. 47
Arithmetic Properties of Numbers
Since n can be any positive integer, let n = 2. Then 25 × 10n = 2,500, so its digits consist of the
digits 2 and 5 followed by two digits of 0. Also, k × 102n = k × 10,000, so its digits consist of
the digits of k followed by four digits of 0. Therefore, the digits of (25 × 10n) + (k × 102n)

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consist of the digits of k followed by the digits 2 and 5, followed by two digits of 0. The table
below shows this for n = 2 and k = 35:

25 × 10n = 2,500

35 × 102n = 350,000

(25 × 10n) + (35 × 102n) = 352,500

Thus, when n = 2, the sum of the digits of (25 × 10n) + (k × 102n) will be 2 + 5 = 7 plus the
sum of the digits of k. Of the answer choices, this sum of digits is divisible by 9 only for k = 47,
which gives 2 + 5 + 4 + 7 = 18. It can also be veri ied that, for each positive integer n, the only
such answer choice is k = 47, although this additional veri ication is not necessary to obtain
the correct answer.
The correct answer is E.

120. On the number line, the shaded interval is the graph of which of the following inequalities?
A. |x| ≤ 4
B. |x| ≤ 8
C. |x − 2| ≤ 4
D. |x − 2| ≤ 6
E. |x + 2| ≤ 6
Algebra Inequalities; Absolute Value

The midpoint of the interval from −8 to 4, inclusive, is and the length of the

interval from −8 to 4, inclusive, is 4 − (−8) = 12, so the interval consists of all numbers within
a distance of from −2. Using an inequality involving absolute values, this can be

described by |x − (−2)| ≤ 6, or |x + 2| ≤ 6.
Alternatively, the inequality −8 ≤ x ≤ 4 can be written as the conjunction −8 ≤ x and x ≤ 4.
Rewrite this conjunction so that the lower value, −8, and the upper value, 4, are shifted to
values that have the same magnitude. This can be done by adding 2 to each side of each
inequality, which gives −6 ≤ x + 2 and x + 2 ≤ 6. Thus, x + 2 lies between −6 and 6, inclusive,
and it follows that |x + 2| ≤ 6.
The correct answer is E.
121. Last year members of a certain professional organization for teachers consisted of teachers
from 49 different school districts, with an average (arithmetic mean) of 9.8 schools per
district. Last year the average number of teachers at these schools who were members of the
organization was 22. Which of the following is closest to the total number of members of the
organization last year?
A. 107

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B. 106
C. 105
D. 104
E. 103
Arithmetic Statistics
There are 49 school districts and an average of 9.8 schools per district, so the number of
schools is (49)(9.8) ≈ (50)(10) = 500. There are approximately 500 schools and an average of
22 teachers at each school, so the number of teachers is approximately (500)(22) ≈ (500)(20)
= 10,000 = 104.
The correct answer is D.

122. Of all the students in a certain dormitory, are irst-year students and the rest are second-

year students. If of the irst-year students have not declared a major and if the fraction of

second-year students who have declared a major is 3 times the fraction of irst-year students
who have declared a major, what fraction of all the students in the dormitory are second-year
students who have not declared a major?

A.

B.

C.

D.

E.

Arithmetic Applied Problems

Consider the table below in which T represents the total number of students in the dormitory.
Since of the students are irst-year students and the rest are second-year students, it

follows that of the students are second-year students, and so the totals for the irst-year

and second-year columns are both 0.5T. Since of the irst-year students have not declared a

major, it follows that the middle entry in the irst-year column is (0.5T) = 0.4T and the irst

entry in the irst-year column is 0.5T − 0.4T = 0.1T. Since the fraction of second-year students
who have declared a major is 3 times the fraction of irst-year students who have declared a
major, it follows that the irst entry in the second-year column is 3(0.1T) = 0.3T and the

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second entry in the second-year column is 0.5T − 0.3T = 0.2T. Thus, the fraction of students
that are second-year students who have not declared a major is

First-year Second-year Total

Declared major 0.1T 0.3T 0.4T

Not declared major 0.4T 0.2T 0.6T

Total 0.5T 0.5T T

The correct answer is B.

123. If the average (arithmetic mean) of x, y, and z is 7x and x ≠ 0, what is the ratio of x to the sum
of y and z?
A. 1:21
B. 1:20
C. 1:6
D. 6:1
E. 20:1
Algebra Ratio and Proportion

Given that the average of x, y, and z is 7x, it follows that

or y + z = 20x. Dividing both sides of the last equation by 20(y + z) gives , so the

ratio of x to the sum of y and z is 1:20.

The correct answer is B.
124. Jonah drove the irst half of a 100-mile trip in x hours and the second half in y hours. Which
of the following is equal to Jonah’s average speed, in miles per hour, for the entire trip?

A.

B.

C.

D.

E.

Algebra Applied Problems

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Using average speed = , it follows that Jonah’s average speed for his entire 100-

mile trip is .

The correct answer is B.

125. If the amount of federal estate tax due on an estate valued at $1.35 million is $437,000 plus 43
percent of the value of the estate in excess of $1.25 million, then the federal tax due is
approximately what percent of the value of the estate?
A. 30%
B. 35%
C. 40%
D. 45%
E. 50%
Arithmetic Percents; Estimation
The amount of tax divided by the value of the estate is

value as fraction

arithmetic
=

arithmetic
= =

By long division, is approximately 35.6, so the closest answer choice is 35%. Alternatively,

can be estimated by = ≈ = ≈ 33%, so the closest answer choice is 35%. Note

that is greater than , and is greater than , so the correct value is greater than

33%, which rules out 30% being the closest.

The correct answer is B.
7x + 6y ≤ 38,000
4x + 5y ≤ 28,000
126. A manufacturer wants to produce x balls and y boxes. Resource constraints require that x and
y satisfy the inequalities shown. What is the maximum number of balls and boxes combined
that can be produced given the resource constraints?
A. 5,000
B. 6,000
C. 7,000
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D. 8,000
E. 10,000
Algebra Inequalities
We are to determine the maximum value of x + y given the inequalities above. Note that if A ≤
B and C ≤ D, then we can “add inequalities” to obtain A + C ≤ B + D, since (roughly speaking)
the sum of two smaller numbers is less than the sum of two larger numbers. Adding the
inequalities shown above gives (7x + 6y) + (4x + 5y) ≤ 38,000 + 28,000, or 11x + 11y ≤ 66,000.
Dividing both sides of this last inequality by 11 gives x + y ≤ 6,000. Therefore, the values of x +
y are at most 6,000, and hence the maximum value of x + y is at most 6,000.
The fact that the maximum value of x + y is equal to 6,000 follows from the fact that the system
of simultaneous equations 7x + 6y = 38,000 and 4x + 5y = 28,000 has a solution, which in turn
follows from the fact that these two equations correspond to a pair of nonparallel lines in the
standard (x,y) coordinate plane. In particular, the pair x = 2,000 and y = 4,000 satisfy both the
two inequalities and the equation x + y = 6,000.
The correct answer is B.

127. If = x%, then x =

A. 0.3
B. 0.03
C. 0.003
D. 0.0003
E. 0.00003
Arithmetic Percents

Given that = x%, and writing x% as , it follows that . Multiplying both sides

by 100 gives .

The correct answer is B.

128. What is the remainder when 324 is divided by 5?
A. 0
B. 1
C. 2
D. 3
E. 4
Arithmetic Properties of Numbers
A pattern in the units digits of the numbers 3, 32 = 9, 33 = 27, 34 = 81, 35 = 243, etc., can be
found by observing that the units digit of a product of two integers is the same as the units
digit of the product of the units digit of the two integers. For example, the units digit of 35 = 3
× 34 = 3 × 81 is 3 since the units digit of 3 × 1 is 3, and the units digit of 36 = 3 × 35 = 3 × 243
is 9 since the units digit of 3 × 3 is 9. From this it follows that the units digit of the powers of 3
follow the pattern 3, 9, 7, 1, 3, 9, 7, 1, etc., with a units digit of 1 for 34, 38, 312, …, 324, ….
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Therefore, the units digit of 324 is 1. Thus, 324 is 1 more than a multiple of 10, and hence 324
is 1 more than a multiple of 5, and so the remainder when 324 is divided by 5 is 1.
The correct answer is B.
129. José has a collection of 100 coins, consisting of nickels, dimes, quarters, and half-dollars. If he
has a total of 35 nickels and dimes, a total of 45 dimes and quarters, and a total of 50 nickels
and quarters, how many half-dollars does he have?
A. 15
B. 20
C. 25
D. 30
E. 35
Algebra Simultaneous Equations
Letting n, d, q, and h, respectively, represent the numbers of nickels, dimes, quarters, and half-
dollars José has, determine the value of h.
The following are given:
1. n + d + q + h = 100
2. n + d = 35
3. d + q = 45
4. n + q = 50
Adding (2), (3), and (4) gives 2n + 2d + 2q = 130 or n + d + q = 65. Subtracting this equation
from (1) gives h = 100 – 65 = 35.
The correct answer is E.

130. David used part of $100,000 to purchase a house. Of the remaining portion, he invested of

it at 4 percent simple annual interest and of it at 6 percent simple annual interest. If after a

year the income from the two investments totaled $320, what was the purchase price of the
house?
A. $96,000
B. $94,000
C. $88,000
D. $75,000
E. $40,000
Algebra Applied Problems; Percents
Let x be the amount, in dollars, that David used to purchase the house. Then David invested
(100,000 – x) dollars, at 4% simple annual interest and at 6% simple annual interest.

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After one year the total interest, in dollars, on this investment was (100,000 – x)(0.04) +

(100,000 – x)(0.06) = 320. Solve this equation to ind the value of x.

(100,000 – x)(0.04) + (100,000 – x)(0.06) = 320 given

(100,000 – x)(0.04) + 2(100,000 – x)(0.06) = 960 multiply both sides by 3

4,000 – 0.04x + 12,000 – 0.12x = 960 distributive property

16,000 – 0.16x = 960 combine like terms

16,000 – 960 = 0.16x add 0.16x – 960 to both sides

100,000 – 6,000 = x divide both sides by 0.16

94,000 = x

Therefore, the purchase price of the house was $94,000.

The correct answer is B.
131. A certain manufacturer sells its product to stores in 113 different regions worldwide, with an
average (arithmetic mean) of 181 stores per region. If last year these stores sold an average
of 51,752 units of the manufacturer’s product per store, which of the following is closest to
the total number of units of the manufacturer’s product sold worldwide last year?
A. 106
B. 107
C. 108
D. 109
E. 1010
Arithmetic Estimation

The correct answer is D.

132. Andrew started saving at the beginning of the year and had saved $240 by the end of the year.
He continued to save and by the end of 2 years had saved a total of $540. Which of the
following is closest to the percent increase in the amount Andrew saved during the second
year compared to the amount he saved during the irst year?
A. 11%
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B. 25%
C. 44%
D. 56%
E. 125%
Arithmetic Percents
Andrew saved $240 in the irst year and $540 – $240 = $300 in the second year. The percent
increase in the amount Andrew saved in the second year compared to the amount he saved in

the irst year is = = % = 25%.

The correct answer is B.

133. If x is a positive integer, r is the remainder when x is divided by 4, and R is the remainder
when x is divided by 9, what is the greatest possible value of r2 + R?
A. 25
B. 21
C. 17
D. 13
E. 11
Arithmetic Properties of Integers
If r is the remainder when the positive integer x is divided by 4, then 0 ≤ r < 4, so the
maximum value of r is 3. If R is the remainder when the positive integer x is divided by 9, then
0 ≤ R < 9, so the maximum value of R is 8. Thus, the maximum value of r2 + R is 32 + 8 = 17.
The correct answer is C.
134. Each of the nine digits 0, 1, 1, 4, 5, 6, 8, 8, and 9 is used once to form 3 three-digit integers.
What is the greatest possible sum of the 3 integers?
A. 1,752
B. 2,616
C. 2,652
D. 2,775
E. 2,958
Arithmetic Place Value
To create 3 three-digit numbers using each of the digits 0, 1, 1, 4, 5, 6, 8, 8, and 9 and having
the maximum possible sum, the greatest three digits must be in hundreds place, the next
greatest three in tens place, and the three smallest digits in units place. The sum will then be
(9 + 8 + 8)(100) + (4 + 5 + 6)(10) + (0 + 1 + 1) = 25(100) + 15(10) + 2 = 2,500 + 150 + 2 =
2,652.
The correct answer is C.
135. Given that 12 + 22 + 32 + … + 102 = 385, what is the value of 32 + 62 + 92 + … + 302?
A. 1,155

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B. 1,540
C. 1,925
D. 2,310
E. 3,465
Arithmetic Series and Sequences
We can use the fact that each term of the second series is 32 = 9 times greater than the
corresponding term of the irst series to ind the sum of the second series.
32 + 62 + 92 + … + 302
= (3 · 1)2 + (3 · 2)2 + (3 · 3)2 + … + (3 · 10)2
= (32 · 12) + (32 · 22) + (32 · 32) + … + (32 · 102)
= 32(12 + 22 + 32 + … + 102) = 9(385) = 3,465
The correct answer is E.
136. If water is leaking from a certain tank at a constant rate of 1,200 milliliters per hour, how
many seconds does it take for 1 milliliter of water to leak from the tank?
A.

B.

C. 2
D. 3
E. 20
Arithmetic Measurement Conversion; Rate Problem
We are given that 1,200 milliliters leak in 1 hour, or 3,600 seconds. Because the leaking is at a
constant rate, it takes as long for 1 milliliter to leak, and so 1 milliliter leaks in

The correct answer is D.

137. When the positive integer k is divided by the positive integer n, the remainder is 11. If
, what is the value of n?

A. 9
B. 20
C. 55
D. 70
E. 81
Arithmetic Properties of Integers
When the positive integer k is divided by the positive integer n, there exist unique positive
integers q (the quotient) and r (the remainder) such that k = qn + r, where 0 ≤ r < n. For
example, when 43 is divided by 5, we have 43 = (8)(5) + 3 and 0 ≤ 3 < 5. Dividing both sides of
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k = qn + r by n and using r = 11 gives . We are given that

, so . Therefore, q = 81 and , or n = 55.

The correct answer is C.

138. The total area of a certain continent is approximately 3.8 × 1016 square inches. Which of the
following is closest to the area of the continent, in square miles? (1 square mile is
approximately 4.0 × 109 square inches.)
A. 6.7 × 105
B. 2.0 × 106
C. 9.5 × 106
D. 1.1 × 107
E. 9.5 × 108
Arithmetic Measurement Conversion
The following calculations make use of the given approximations.

4.0 × 109 in2 ≈ 1 mi2 given

1 in2 ≈ divide both sides by 4.0 × 109

3.8 × 1016 in2 ≈ multiply both sides by 3.8 × 1016

3.8 × 1016 in2 ≈ use

3.8 × 1016 in2 ≈

use

3.8 × 1016 in2 ≈ 0.95 × 107 mi2

3.8 × 1016 in2 ≈ 9.5 × 106 mi2

The correct answer is C.

139. If xy = 1, what is the value of ?

A. 2
B. 4
C. 8
D. 16
E. 32

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Algebra Exponents; Simplifying Algebraic Expressions

Using the property , . Also, since

(x + y)2 (x y)2 = (x2 + 2xy + y2) (x2 2xy + y2)

= 4xy

and xy = 1, it follows that

The correct answer is D.

140. Of the 20 members of a kitchen crew, 17 can use the meat-cutting machine, 18 can use the
bread-slicing machine, and 15 can use both machines. If one member of the crew is to be
chosen at random, what is the probability that the member chosen will be someone who
cannot use either machine?
A. 0
B.

C.

D.

E.

Arithmetic Probability; Sets (Venn diagrams)

Since 17 members can use the meat-cutting machine and 15 members can use both machines,
17 − 15 = 2 members can use only the meat-cutting machine. Similarly, since 18 members can
use the bread-slicing machine and 15 members can use both machines, 18 − 15 = 3 members
can use only the bread-slicing machine. The Venn diagram below shows these values, where x
is the number of members who cannot use either machine.

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Since there is a total of 20 members, it follows that 2 + 15 + 3 + x = 20, or x = 0. Therefore, the

probability that the member chosen cannot use either machine is

The correct answer is A.

141. Which of the following is an integer?
I.

II.

III.

A. I only
B. II only
C. III only
D. I and II only
E. I, II, and III
Arithmetic Arithmetic Operations
I.

which is an integer.
II.

which is an integer.
III.

which is an integer.

Alternatively for III, note that is the number of combinations of 12 objects

taken 7 at a time, and thus is an integer.

Therefore, the expression in each of I, II, and III is an integer.

The correct answer is E.
142. The function f is de ined for all nonzero x by the equation . If x ≠ 0, which of the
following equals ?

A.
B.
C.

D.

E.

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Algebra Functions

Therefore, .

Alternatively, evaluate all of the expressions for an appropriate value of x, such as x = 2.

= = =

f(x) = f(2) = =

f(−x) = f(−2) = =

= = =

= = =

= = =

The correct answer is B.

143. In the arithmetic sequence t1, t2, t3, ..., tn, ..., t1 = 23 and tn = tn – 1 − 3 for each n > 1. What is
the value of n when tn = −4?
A. −1
B. 7
C. 10
D. 14
E. 20
Algebra Series and Sequences
From the given information, it follows that if we subtract 3 a total of n − 1 times from t1 = 23,
then we will obtain tn = −4. Therefore, n satis ies the equation 23 − (n − 1)(3) = −4. Now solve
for n.

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23 – (n – 1)(3) = −4 from above

23 – 3n + 3 = −4 distributive property

–3n = −30 combine like terms

n = 10 divide both sides by −3

Alternatively, subtract 3 from 23 until −4 is obtained and count the number of subtractions.
One more than this number is the value of n such that tn = −4.
The correct answer is C.
144. How many seconds will it take for a car that is traveling at a constant rate of 45 miles per hour
to travel a distance of 220 yards? (1 mile = 1,760 yards)
A. 8
B. 9
C. 10
D. 11
E. 12
Arithmetic Rate Problem; Measurement Conversion
First, convert 45 miles per hour to yards per second.
45 miles in 1 hour given

45 miles in 3,600 seconds 1 hr = 3,600 sec

in 1 second divide both sides by 3,600

in 1 second 3,600 = 80 × 45

in 1 second 1 mi = 1,760 yd

22 yards in 1 second 1,760 = 80 × 22

Therefore, it will take the car 1 second to travel 22 yards; hence it will take 10 seconds for the
car to travel 220 yards.
Alternatively, let t be the number of seconds it will take for the car to travel 220 yards.

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220 yd = distance = rate × time

= 1 mi = 1,760 yd
1 hr = 3,600 sec

= cancel units

= factor

= cancel common factors

t = 10 multiply both sides by 80

The correct answer is C.

145. A store’s selling price of $2,240 for a certain computer would yield a pro it of 40 percent of
the store’s cost for the computer. What selling price would yield a pro it of 50 percent of the
computer’s cost?
A. $2,400
B. $2,464
C. $2,650
D. $2,732
E. $2,800
Algebra Applied Problems
Let $C be the store’s cost for the computer. Then the store’s pro it from selling the computer
would be $(2,240 – C), which is equal to 40 percent of the store’s cost.
2,240 − C = 0.4C given

2,240 = 1.4C add C to both sides

C = 1,600 divide both sides by 1.4

Thus, the store’s cost for the computer is $1,600. Therefore, to yield a pro it of 50 percent of
the computer’s cost, the selling price would have to be 1.5($1,600) = $2,400.
The correct answer is A.
146. If a certain coin is lipped, the probability that the coin will land heads up is . If the coin is
lipped 5 times, what is the probability that it will land heads up on the irst 3 lips and not on
the last 2 lips?
A.

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B.

C.

D.

E.

Arithmetic Probability
Because the 5 lips of the coin are independent of each other, the probability of the coin
landing heads up on the irst 3 lips and tails up (i.e., not heads up) on the last 2 lips is
P(H) × P(H) × P(H) × P(T) × P(T),
where P(H) and P(T) are the probabilities, respectively, that a single lip of the coin lands
heads up and tails up. Since P(T) = 1 − P(H) and , it follows that .

Therefore, the requested probability is .

The correct answer is E.

147. The operation ⊗ is de ined for all nonzero numbers a and b by a ⊗ b = . If x and y are
nonzero numbers, which of the following statements must be true?
I. x ⊗ xy = x(1 ⊗ y)
II. x ⊗ y = −(y ⊗ x)
III. =y⊗x

A. I only
B. II only
C. III only
D. I and II
E. II and III
Algebra Simplifying Algebraic Expressions
I. CAN BE FALSE: Let x = 2 and y = 3. Then and , so x ⊗ xy =
x(1 ⊗ y) can be false.

II. MUST BE TRUE:

III. MUST BE TRUE:

The correct answer is E.

Questions 148 to 203 — Dif iculty: Hard
148. Two numbers differ by 2 and sum to S. Which of the following is the greater of the numbers in
terms of S?
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A. –1

B.

C. +

D. +1

E. +2

Algebra First-Degree Equations

Let x represent the greater of the two numbers that differ by 2. Then, x – 2 represents the
lesser of the two numbers. The two numbers sum to S, so x + (x – 2) = S. It follows that 2x – 2
= S, or 2x = S + 2, or x = + 1.

The correct answer is D.

149. If m is an integer and m = 1032 – 32, what is the sum of the digits of m?
A. 257
B. 264
C. 275
D. 284
E. 292
Arithmetic Arithmetic Operations
When written in standard base 10 notation, 1032 is the digit 1 followed by 32 digits of 0. Now
consider the following subtractions and the digit pattern they suggest, a pattern which is
easily seen to continue.
100 − 32 = 68

1,000 − 32 = 968

10,000 − 32 = 9,968

100,000 − 32 = 99,968

1,000,000 − 32 = 999,968

Using this digit pattern, m = 1032 − 32 in standard base 10 notation consists of 32 − 2 = 30

occurrences of the digit 9 followed by the digits 6 and 8. Therefore, the sum of the digits of m
is 30(9) + 6 + 8 = 270 + 14 = 284.
The correct answer is D.

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150. In a numerical table with 10 rows and 10 columns, each entry is either a 9 or a 10. If the
number of 9s in the nth row is n – 1 for each n from 1 to 10, what is the average (arithmetic
mean) of all the numbers in the table?
A. 9.45
B. 9.50
C. 9.55
D. 9.65
E. 9.70
Arithmetic Operations with Integers
There are (10)(10) = 100 entries in the table. In rows 1, 2, 3, …, 10, the number of 9s is 0, 1, 2,
…, 9, respectively, giving a total of 0 + 1 + 2 + … + 9 = 45 entries with a 9. This leaves a total of
100 – 45 = 55 entries with a 10. Therefore, the sum of the 100 entries is 45(9) + 55(10) = 405
+ 550 = 955, and the average of the 100 entries is = 9.55

The correct answer is C.

151. In 2004, the cost of 1 year-long print subscription to a certain newspaper was $4 per week. In
2005, the newspaper introduced a new rate plan for 1 year-long print subscription: $3 per
week for the irst 40 weeks of 2005 and $2 per week for the remaining weeks of 2005. How
much less did 1 year-long print subscription to this newspaper cost in 2005 than in 2004?
A. $64
B. $78
C. $112
D. $144
E. $304
Arithmetic Applied Problems
The cost, in dollars, of 1 year-long print subscription in 2004 was 52(4) = 208 and the cost, in
dollars, of 1 year-long print subscription in 2005 was 40(3) + 12(2) = 120 + 24 = 144.
Therefore, the cost in 2005 was less than the cost in 2004 by 208 − 144 = 64 dollars.
The correct answer is A.
152. A positive integer n is a perfect number provided that the sum of all the positive factors of n,
including 1 and n, is equal to 2n. What is the sum of the reciprocals of all the positive factors
of the perfect number 28?

A.

B.

C. 2
D. 3
E. 4
Arithmetic Properties of Numbers

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The factors of 28 are 1, 2, 4, 7, 14, and 28. Therefore, the sum of the reciprocals of the factors
of 28 is =

The correct answer is C.

153. The in inite sequence a1, a2, …, an, … is such that a1 = 2, a2 = –3, a3 = 5, a4 = –1, and an = an −
4 for n > 4. What is the sum of the irst 97 terms of the sequence?
A. 72
B. 74
C. 75
D. 78
E. 80
Arithmetic Sequences and Series
Because an = an − 4 for n > 4, it follows that the terms of the sequence repeat in groups of 4
terms:

Values for n Values for an

1, 2, 3, 4 2, –3, 5, –1

5, 6, 7, 8 2, –3, 5, –1

9, 10, 11, 12 2, –3, 5, –1

13, 14, 15, 16 2, –3, 5, –1

Thus, since 97 = 24(4) + 1, the sum of the irst 97 terms can be grouped into 24 groups of 4
terms each, with one remaining term, which allows the sum to be easily found:

The correct answer is B.

154. The sequence a1, a2, …, an, … is such that an = 2an − 1 – x for all positive integers n ≥ 2 and for
a certain number x. If a5 = 99 and a3 = 27, what is the value of x?
A. 3
B. 9

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C. 18
D. 36
E. 45
Algebra Sequences and Series
An expression for a5 that involves x can be obtained using a3 = 27 and applying the equation
an = 2an − 1 − x twice, once for n = 4 and once for n = 5.

a4 = 2a – x using an = 2an − 1 − x for n = 4

3

= 2(27) – x using a3 = 27

a5 = 2a – x using an = 2an − 1 − x for n = 5

4

= 2[2(27) – x] – x using a4 = 2(27) − x

= 4(27) – 3x combine like terms

Therefore, using a5 = 99, we have

99 = 4(27) – 3x given

3x = 4(27) – 99 adding (3x − 99) to both sides

x = 4(9) – 33 dividing both sides by 3

x=3 arithmetic

The correct answer is A.

155. In a certain medical survey, 45 percent of the people surveyed had the type A antigen in their
blood and 3 percent had both the type A antigen and the type B antigen. Which of the
following is closest to the percent of those with the type A antigen who also had the type B
antigen?
A. 1.35%
B. 6.67%
C. 13.50%
D. 15.00%
E. 42.00%
Arithmetic Applied Problems; Percents
Let n be the total number of people surveyed. Then, the proportion of the people who had

type A who also had type B is = = , which as a percent is approximately 6.67%.

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Note that by using = , which equals of 20%, we can avoid dividing by a 2-digit

integer.
The correct answer is B.
156. On a certain transatlantic crossing, 20 percent of a ship’s passengers held round-trip tickets
and also took their cars aboard the ship. If 60 percent of the passengers with round-trip
tickets did not take their cars aboard the ship, what percent of the ship’s passengers held
round-trip tickets?

A.

B. 40%
C. 50%
D. 60%

E.

Arithmetic Percents
Since the number of passengers on the ship is immaterial, let the number of passengers on
the ship be 100 for convenience. Let x be the number of passengers that held round-trip
tickets. Then, since 20 percent of the passengers held a round-trip ticket and took their cars
aboard the ship, 0.20(100) = 20 passengers held round-trip tickets and took their cars aboard
the ship. The remaining passengers with round-trip tickets did not take their cars aboard, and
they represent 0.6x (that is, 60 percent of the passengers with round-trip tickets). Thus 0.6x +
20 = x, from which it follows that 20 = 0.4x, and so x = 50. The percent of passengers with
round-trip tickets is, then, .

The correct answer is C.

157. If x and k are integers and (12x)(42x + 1) = (2k)(32), what is the value of k?
A. 5
B. 7
C. 10
D. 12
E. 14
Arithmetic Exponents
Rewrite the expression on the left so that it is a product of powers of 2 and 3.

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Then, since (12x)(42x + 1) = (2k)(32), it follows that (3x)(26x + 2) = (2k)(32) = (32)(2k), so x = 2

and k = 6x + 2. Substituting 2 for x gives k = 6(2) + 2 = 14.
The correct answer is E.
158. If S is the sum of the reciprocals of the 10 consecutive integers from 21 to 30, then S is
between which of the following two fractions?

A. and

B. and

C. and

D. and

E. and

Arithmetic Estimation

The value of + + +…+ is LESS than + + +…+ (10 numbers

added), which equals 10 = , and GREATER than + + +…+ (10 numbers

added), which equals 10 = . Therefore, the value of + + +…+ is

between and .

The correct answer is A.

159. For every even positive integer m, f(m) represents the product of all even integers from 2 to
m, inclusive. For example, f(12) = 2 × 4 × 6 × 8 × 10 × 12. What is the greatest prime factor of
f(24)?
A. 23
B. 19
C. 17
D. 13
E. 11
Arithmetic Properties of Numbers
Rewriting f(24) = 2 × 4 × 6 × 8 × 10 × 12 × 14 × … × 20 × 22 × 24 as 2 × 4 × 2(3) × 8 × 2(5) ×
12 × 2(7) × … × 20 × 2(11) × 24 shows that all of the prime numbers from 2 through 11 are
factors of f(24). The next prime number is 13, but 13 is not a factor of f(24) because none of
the even integers from 2 through 24 has 13 as a factor. Therefore, the largest prime factor of
f(24) is 11.
The correct answer is E.
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3, k, 2, 8, m, 3
160. The arithmetic mean of the list of numbers above is 4. If k and m are integers and k ≠ m what
is the median of the list?
A. 2
B. 2.5
C. 3
D. 3.5
E. 4
Arithmetic Statistics

Since the arithmetic mean , then , and so

, 16 + k + m = 24, k + m = 8. Since k ≠ m, then either k < 4 and m > 4 or k > 4

and m < 4. Because k and m are integers, either k ≤ 3 and m ≥ 5 or k ≥ 5 and m ≤ 3.

Case (i): If k ≤ 2, then m ≥ 6 and the six integers in ascending order are k, 2, 3, 3, m, 8 or
k, 2, 3, 3, 8, m. The two middle integers are both 3 so the median is .

Case (ii): If k = 3, then m = 5 and the six integers in ascending order are 2, k, 3, 3, m, 8. The
two middle integers are both 3 so the median is .

Case (iii): If k = 5, then m = 3 and the six integers in ascending order are 2, m, 3, 3, k, 8. The
two middle integers are both 3 so the median is .

Case (iv): If k ≥ 6, then m ≤ 2 and the six integers in ascending order are m, 2, 3, 3, k, 8 or
m, 2, 3, 3, 8, k. The two middle integers are both 3 so the median is .

The correct answer is C.

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161. If the variables X, Y, and Z take on only the values 10, 20, 30, 40, 50, 60, or 70 with frequencies
indicated by the shaded regions above, for which of the frequency distributions is the mean
equal to the median?
A. X only
B. Y only
C. Z only
D. X and Y
E. X and Z
Arithmetic Statistics
The frequency distributions for both X and Z are symmetric about 40, and thus both X and Z
have mean = median = 40. Therefore, any answer choice that does not include both X and Z
can be eliminated. This leaves only answer choice E.
The correct answer is E.

162. For how many ordered pairs (x, y) that are solutions of the system above are x and y both
integers?
A. 7
B. 10
C. 12
D. 13
E. 14
Algebra Absolute Value

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From |y| ≤ 12, if y must be an integer, then y must be in the set S = {±12, ±11, ±10, …, ±3, ± 2,
±1, 0}.

Since 2x + y = 12, then . If x must be an integer, then 12 − y must be divisible by 2;

that is, 12 − y must be even. Since 12 is even, 12 − y is even if and only if y is even. This
eliminates all odd integers from S, leaving only the even integers ±12, ±10, ± 8, ± 6, ± 4, ± 2,
and 0. Thus, there are 13 possible integer y-values, each with a corresponding integer x-value
and, therefore, there are 13 ordered pairs (x, y), where x and y are both integers, that solve
the system.
The correct answer is D.
163. The United States Mint produces coins in 1-cent, 5-cent, 10-cent, 25-cent, and 50-cent
denominations. If a jar contains exactly 100 cents worth of these coins, which of the following
could be the total number of coins in the jar?
I. 91
II. 81
III. 76
A. I only
B. II only
C. III only
D. I and III only
E. I, II, and III
Arithmetic Operations with Integers
Letting p, n, d, q, and h, respectively, represent the numbers of pennies (1-cent coins), nickels
(5-cent coins), dimes (10-cent coins), quarters (25-cent coins), and half-dollars (50-cent coins)
with a total worth of 100 cents, it follows that p + 5n + 10d + 25q + 50h = 100. Then p = 100 –
(5n + 10d + 25q + 50h) = 5(20 – n – 2d – 5q – 10h), so p must be a multiple of 5.
I. If the jar contained 90 pennies and 1 dime, the total number of coins would be 90 + 1 =
91 and the coins would be worth 90 + 10 = 100 cents.
II. For the jar to contain 81 coins with a total worth of 100 cents, there could be 80 pennies,
but then the one coin remaining would have to amount to 20 cents to make the coins’
total worth 100 cents. This is not possible since none of the coins is a 20-cent coin. If
there were 75 pennies, then the remaining 6 coins would have to amount to 25 cents.
This is not possible because 6 coins of the next smallest denomination would be worth
30 cents. If there were 70 pennies, then the remaining 11 coins would have to amount to
30 cents. This is not possible because 11 coins of the next smallest denomination would
be worth 55 cents. Continuing in this manner shows that it is not possible for the jar to
contain 81 coins with a total worth of 100 cents.
III. If the jar contained 70 pennies and 6 nickels, the total number of coins would be 70 + 6 =
76 and the coins would be worth 70 + 30 = 100 cents.
The correct answer is D.
164. A certain university will select 1 of 7 candidates eligible to ill a position in the mathematics
department and 2 of 10 candidates eligible to ill 2 identical positions in the computer science

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department. If none of the candidates is eligible for a position in both departments, how many
different sets of 3 candidates are there to ill the 3 positions?
A. 42
B. 70
C. 140
D. 165
E. 315
Arithmetic Elementary Combinatorics
To ill the position in the math department, 1 candidate will be selected from a group of 7
eligible candidates, and so there are 7 sets of 1 candidate each to ill the position in the math
department. To ill the positions in the computer science department, any one of the 10
eligible candidates can be chosen for the irst position and any of the remaining 9 eligible
candidates can be chosen for the second position, making a total of 10 × 9 = 90 sets of 2
candidates to ill the computer science positions. But this number includes the set in which
Candidate A was chosen to ill the irst position and Candidate B was chosen to ill the second
position as well as the set in which Candidate B was chosen for the irst position and
Candidate A was chosen for the second position. These sets are not different essentially since
the positions are identical and in both sets Candidates A and B are chosen to ill the 2
positions. Therefore, there are sets of 2 candidates to ill the computer science
positions. Then, using the multiplication principle, there are 7 × 45 = 315 different sets of 3
candidates to ill the 3 positions.
The correct answer is E.
165. A survey of employers found that during 1993 employment costs rose 3.5 percent, where
employment costs consist of salary costs and fringe-bene it costs. If salary costs rose 3
percent and fringe-bene it costs rose 5.5 percent during 1993, then fringe-bene it costs
represented what percent of employment costs at the beginning of 1993?
A. 16.5%
B. 20%
C. 35%
D. 55%
E. 65%
Algebra; Arithmetic First-Degree Equations; Percents
Let E represent employment costs, S represent salary costs, and F represent fringe-bene it
costs. Then E = S + F. An increase of 3 percent in salary costs and a 5.5 percent increase in
fringe-bene it costs resulted in a 3.5 percent increase in employment costs. Therefore 1.03S +
1.055F = 1.035E. But, E = S + F, so 1.03S + 1.055F = 1.035(S + F) = 1.035S + 1.035F.
Combining like terms gives (1.055 − 1.035)F = (1.035 − 1.03)S or 0.02F = 0.005S. Then,
Thus, since E = S + F, it follows that E = 4F + F = 5F. Then, F as a percent

of E is .

The correct answer is B.

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166. The subsets of the set {w, x, y} are {w}, {x}, {y}, {w, x}, {w, y}, {x, y}, {w, x, y}, and { } (the empty
subset). How many subsets of the set {w, x, y, z} contain w?
A. Four
B. Five
C. Seven
D. Eight
E. Sixteen
Arithmetic Sets
As shown in the table, the subsets of {w, x, y, z} can be organized into two columns, those
subsets of {w, x, y, z} that do not contain w (left column) and the corresponding subsets of {w,
x, y, z} that contain w (right column), and each of these collections has the same number of
sets. Therefore, there are 8 subsets of {w, x, y, z} that contain w.

subsets not containing w subsets containing w

{} {w}

{x} {w, x}

{y} {w, y}

{z} {w, z}

{x, y} {w, x, y}

{x, z} {w, x, z}

{y, z} {w, y, z}

{x, y, z} {w, x, y, z}

The correct answer is D.

167. The number can be expressed as for some integers x and y. What is the
value of xy?
A. –18
B. –6
C. 6
D. 18
E. 27
Algebra Operations on Radical Expressions

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Squaring both sides of =x+y gives 63 – 36 = x2 + 2xy + 3y2 = (x2 +

3y2) + (2xy) , which implies that –36 = 2xy, or xy = –18. Indeed, if –36 ≠ 2xy, or equivalently,
if 36 + 2xy ≠ 0, then we could write as a quotient of the two integers 63 – x2 – 3y2 and 36
+ 2xy, which is not possible because is an irrational number. To be more explicit, 63 – 36
= x2 + 2xy + 3y2 implies 63 – x2 – 3y2 = (36 + 2xy) , and if 36 + 2xy ≠ 0, then we
could divide both sides of the equation 63 – x2 – 3y2 = (36 + 2xy) by 36 + 2xy to get

= .

The correct answer is A.

168. There are 10 books on a shelf, of which 4 are paperbacks and 6 are hardbacks. How many
possible selections of 5 books from the shelf contain at least one paperback and at least one
hardback?
A. 75
B. 120
C. 210
D. 246
E. 252
Arithmetic Elementary Combinatorics
The number of selections of 5 books containing at least one paperback and at least one
hardback is equal to T − N, where T is the total number of selections of 5 books and N is the
number of selections that do not contain both a paperback and a hardback. The value of T is

To ind the value of N, irst note that no selection of 5 books can contain all paperbacks, since
there are only 4 paperback books. Thus, the value of N is equal to the number of selections of
5 books that contain all hardbacks, which is equal to 6 since there are 6 ways that a single
hardback can be left out when choosing the 5 hardback books. It follows that the number of
selections of 5 books containing at least one paperback and at least one hardback is T − N =
252 − 6 = 246.
The correct answer is D.
169. If x is to be chosen at random from the set {1, 2, 3, 4} and y is to be chosen at random from
the set {5, 6, 7}, what is the probability that xy will be even?

A.

B.

C.

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D.

E.

Arithmetic; Algebra Probability; Concepts of Sets

By the principle of multiplication, since there are 4 elements in the irst set and 3 elements in
the second set, there are (4)(3) = 12 possible products of xy, where x is chosen from the irst
set and y is chosen from the second set. These products will be even EXCEPT when both x and
y are odd. Since there are 2 odd numbers in the irst set and 2 odd numbers in the second set,
there are (2)(2) = 4 products of x and y that are odd. This means that the remaining 12 − 4 =
8 products are even. Thus, the probability that xy is even is

The correct answer is D.

170. The function f is de ined for each positive three-digit integer n by f(n) = 2x 3y 5z, where x, y,
and z are the hundreds, tens, and units digits of n, respectively. If m and v are three-digit
positive integers such that f(m) = 9f(v), then m − v =
A. 8
B. 9
C. 18
D. 20
E. 80
Algebra Place Value
Let the hundreds, tens, and units digits of m be A, B, and C, respectively; and let the hundreds,
tens, and units digits of v be a, b, and c, respectively. From f(m) = 9f(v) it follows that 2A3B5C =
9(2a3b5c) = 32(2a3b5c) = 2a3b + 25c. Therefore, A = a, B = b + 2, and C = c. Now calculate m – v.
m – v = (100A + 10B + C) – (100a + 10b + c) place value property

= (100a + 10(b + 2) + c) – (100a + 10b + c) obtained above

= 10(b + 2) – 10b combine like terms

= 10b + 20 – 10b distributive property

= 20 combine like terms

The correct answer is D.

171. If 1050 – 74 is written as an integer in base 10 notation, what is the sum of the digits in that
integer?
A. 424
B. 433
C. 440
D. 449
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E. 467
Arithmetic Properties of Numbers

102 – 74 = 100 – 74 = 26

103 – 74 = 1,000 – 74 = 926

104 – 74 = 10,000 – 74 = 9,926

105 – 74 = 100,000 – 74 = 99,926

106 – 74 = 1,000,000 – 74 = 999,926

From the table above it is clear that 1050 – 74 in base 10 notation will be 48 digits of 9
followed by the digits 2 and 6. Therefore, the sum of the digits of 1050 − 74 is equal to 48(9) +
2 + 6 = 440.
The correct answer is C.
172. A certain company that sells only cars and trucks reported that revenues from car sales in
1997 were down 11 percent from 1996 and revenues from truck sales in 1997 were up 7
percent from 1996. If total revenues from car sales and truck sales in 1997 were up 1 percent
from 1996, what is the ratio of revenue from car sales in 1996 to revenue from truck sales in
1996?
A. 1:2
B. 4:5
C. 1:1
D. 3:2
E. 5:3
Algebra; Arithmetic First-Degree Equations; Percents
Let C96 and C97 represent revenues from car sales in 1996 and 1997, respectively, and let T96
and T97 represent revenues from truck sales in 1996 and 1997, respectively. A decrease of 11
percent in revenue from car sales from 1996 to 1997 can be represented as (1 − 0.11)C96 =
C97, and a 7 percent increase in revenue from truck sales from 1996 to 1997 can be
represented as (1 + 0.07)T96 = T97.
An overall increase of 1 percent in revenue from car and truck sales from 1996 to 1997 can
be represented as C97 + T97 = (1 + 0.01)(C96 + T96).
Then, by substitution of expressions for C97 and T97 that were derived above, (1 − 0.11)C96 +
(1 + 0.07)T96 = (1 + 0.01)(C96 + T96) and so 0.89C96 + 1.07T96 = 1.01(C96 + T96) or 0.89C96
+ 1.07T96 = 1.01C96 + 1.01T96.
Then, combining like terms gives (1.07 − 1.01)T96 = (1.01 − 0.89)C96 or 0.06T96 = 0.12C96.

Thus . The ratio of revenue from car sales in 1996 to revenue from truck sales

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in 1996 is 1:2.
The correct answer is A.
173. Becky rented a power tool from a rental shop. The rent for the tool was $12 for the irst hour
and $3 for each additional hour. If Becky paid a total of $27, excluding sales tax, to rent the
tool, for how many hours did she rent it?
A. 5
B. 6
C. 9
D. 10
E. 12
Arithmetic Applied Problems
Becky paid a total of $27 to rent the power tool. She paid $12 to rent the tool for the irst
hour and $27 – $12 = $15 to rent the tool for the additional hours at the rate of $3 per
additional hour. It follows that she rented the tool for = 5 additional hours and a total of 1
+ 5 = 6 hours.
The correct answer is B.

174. If which of the following must be true?

I. 5 < x
II. |x + 3| > 2
III. −(x + 5) is positive.
A. II only
B. III only
C. I and II only
D. II and III only
E. I, II, and III
Algebra Inequalities

Given that , it follows that 12 < 7 − x. Then 5 < −x or, equivalently, x < −5.

I. If 4 < , then x < −5. If 5 < x were true, then, by combining 5 < x and x < −5, it would

follow that 5 < −5, which cannot be true. Therefore, it is not the case that, if 4 < ,
then Statement I must be true. In fact, Statement I is never true.

II. If , then x < −5, and it follows that x + 3 < −2. Since −2 < 0, then x + 3 < 0 and |x
+ 3| = −(x + 3). If x + 3 < −2, then −(x + 3) > 2 and by substitution, |x + 3| > 2. Therefore,
Statement II must be true for every value of x such that x < −5. Therefore, Statement II
must be true if 4 < .

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III. If , then x < −5 and x + 5 < 0. But if x + 5 < 0, then it follows that −(x + 5) > 0 and

so −(x + 5) is positive. Therefore Statement III must be true if 4 < .

The correct answer is D.

175. On a certain day, a bakery produced a batch of rolls at a total production cost of $300. On that
day, of the rolls in the batch were sold, each at a price that was 50 percent greater than the

average (arithmetic mean) production cost per roll. The remaining rolls in the batch were sold
the next day, each at a price that was 20 percent less than the price of the day before. What
was the bakery’s pro it on this batch of rolls?
A. $150
B. $144
C. $132
D. $108
E. $90
Arithmetic Applied Problems
Let n be the number of rolls in the batch and p be the average production price, in dollars, per
roll. Then the total cost of the batch is np = 300 dollars, and the total revenue from selling the

rolls in the batch is + = + =

np = np. Therefore, the pro it from selling the rolls in the batch is np –

np = np = (300) dollars = 132 dollars.

The correct answer is C.

176. A set of numbers has the property that for any number t in the set, t + 2 is in the set. If –1 is in
the set, which of the following must also be in the set?
I. –3
II. 1
III. 5
A. I only
B. II only
C. I and II only
D. II and III only
E. I, II, and III
Arithmetic Properties of Numbers
It is given that –1 is in the set and, if t is in the set, then t + 2 is in the set.
I. Since {–1, 1, 3, 5, 7, 9, 11, …} contains –1 and satis ies the property that if t is in the set,
then t + 2 is in the set, it is not true that –3 must be in the set.
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II. Since –1 is in the set, −1 + 2 = 1 is in the set. Therefore, it must be true that 1 is in the set.
III. Since –1 is in the set, −1 + 2 = 1 is in the set. Since 1 is in the set, 1 + 2 = 3 is in the set.
Since 3 is in the set, 3 + 2 = 5 is in the set. Therefore, it must be true that 5 is in the set.
The correct answer is D.
177. A couple decides to have 4 children. If they succeed in having 4 children and each child is
equally likely to be a boy or a girl, what is the probability that they will have exactly 2 girls and
2 boys?

A.

B.

C.

D.

E.

Arithmetic Probability
Representing the birth order of the 4 children as a sequence of 4 letters, each of which is B
for boy and G for girl, there are 2 possibilities (B or G) for the irst letter, 2 for the second
letter, 2 for the third letter, and 2 for the fourth letter, making a total of sequences.
The table below categorizes some of these 16 sequences.

# of # of # of
boys girls Sequences sequences

0 4 GGGG 1

1 3 BGGG, GBGG, GGBG, GGGB 4

3 1 GBBB, BGBB, BBGB, BBBG 4

4 0 BBBB 1

The table accounts for 1 + 4 + 4 + 1 = 10 sequences. The other 6 sequences will have 2Bs and
2Gs. Therefore the probability that the couple will have exactly 2 boys and 2 girls is .

For the mathematically inclined, if it is assumed that a couple has a ixed number of children,
that the probability of having a girl each time is p, and that the sex of each child is
independent of the sex of the other children, then the number of girls, x, born to a couple with
n children is a random variable having the binomial probability distribution. The probability of
having exactly x girls born to a couple with n children is given by the formula
. For the problem at hand, it is given that each child is equally likely to be a boy or a girl, and

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so . Thus, the probability of having exactly 2 girls born to a couple with 4 children is

The correct answer is A.

178. The closing price of Stock X changed on each trading day last month. The percent change in
the closing price of Stock X from the irst trading day last month to each of the other trading
days last month was less than 50 percent. If the closing price on the second trading day last
month was $10.00, which of the following CANNOT be the closing price on the last trading day
last month?
A. $3.00
B. $9.00
C. $19.00
D. $24.00
E. $29.00
Arithmetic Applied Problems; Percents
Let P be the irst-day closing price, in dollars, of the stock. It is given that the second-day

closing price was (1 + n%)P = 10, so P = , for some value of n such that –50 < n < 50.

Therefore, P is between ≈ 6.67 and = 20. Hence, if Q is the closing price, in

dollars, of the stock on the last day, then Q is between (0.50)(6.67) ≈ 3.34 (50% decrease from
the lowest possible irst-day closing price) and (1.50)(20) = 30 (50% increase from the
greatest possible irst-day closing price). The only answer choice that gives a number of
dollars not between 3.34 and 30 is the irst answer choice.
The correct answer is A.
179. An airline passenger is planning a trip that involves three connecting lights that leave from
Airports A, B, and C, respectively. The irst light leaves Airport A every hour, beginning at 8:00
a.m., and arrives at Airport B hours later. The second light leaves Airport B every 20

minutes, beginning at 8:00 a.m., and arrives at Airport C hours later. The third light leaves
Airport C every hour, beginning at 8:45 a.m. What is the least total amount of time the
passenger must spend between lights if all lights keep to their schedules?
A. 25 min
B. 1 hr 5 min
C. 1 hr 15 min
D. 2 hr 20 min
E. 3 hr 40 min
Arithmetic Operations on Rational Numbers
Since the light schedules at each of Airports A, B, and C are the same hour after hour, assume
that the passenger leaves Airport A at 8:00 and arrives at Airport B at 10:30. Since lights
from Airport B leave at 20-minute intervals beginning on the hour, the passenger must wait
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10 minutes at Airport B for the light that leaves at 10:40 and arrives at Airport C 1 hours or
1 hour 10 minutes later. Thus, the passenger arrives at Airport C at 11:50. Having arrived too
late for the 11:45 light from Airport C, the passenger must wait 55 minutes for the 12:45
light. Thus, the least total amount of time the passenger must spend waiting between lights is
10 + 55 = 65 minutes, or 1 hour 5 minutes.
The correct answer is B.
180. If n is a positive integer and n2 is divisible by 72, then the largest positive integer that must
divide n is
A. 6
B. 12
C. 24
D. 36
E. 48
Arithmetic Properties of Numbers
Since n2 is divisible by 72, n2 = 72k for some positive integer k. Since n2 = 72k, then 72k must
be a perfect square. Since 72k = (23)(32)k, then k = 2m2 for some positive integer m in order
for 72k to be a perfect square. Then, n2 = 72k = (23)(32)(2m2) = (24)(32)m2 = [(22)(3)(m)]2,
and n = (22)(3)(m). The positive integers that MUST divide n are 1, 2, 3, 4, 6, and 12.
Therefore, the largest positive integer that must divide n is 12.
The correct answer is B.
181. A certain grocery purchased x pounds of produce for p dollars per pound. If y pounds of the
produce had to be discarded due to spoilage and the grocery sold the rest for s dollars per
pound, which of the following represents the gross pro it on the sale of the produce?
A. (x − y)s − xp
B. (x − y)p − ys
C. (s − p)y − xp
D. xp − ys
E. (x − y)(s − p)
Algebra Simplifying Algebraic Expressions; Applied Problems
Since the grocery bought x pounds of produce for p dollars per pound, the total cost of the
produce was xp dollars. Since y pounds of the produce was discarded, the grocery sold x – y
pounds of produce at the price of s dollars per pound, yielding a total revenue of (x – y)s
dollars. Then, the grocery’s gross pro it on the sale of the produce is its total revenue minus
its total cost or (x – y)s – xp dollars.
The correct answer is A.
182. If x, y, and z are positive integers such that x is a factor of y, and x is a multiple of z, which of
the following is NOT necessarily an integer?
A.

B.
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C.

D.

E.

Arithmetic Properties of Numbers

Since the positive integer x is a factor of y, then y = kx for some positive integer k. Since x is a
multiple of the positive integer z, then x = mz for some positive integer m.
Substitute these expressions for x and/or y into each answer choice to ind the one
expression that is NOT necessarily an integer.

A. , which MUST be an integer

B. , which NEED NOT be an integer

Because only one of the ive expressions need not be an integer, the expressions given in C, D,
and E need not be tested. However, for completeness,

C. , which MUST be an integer

D. , which MUST be an integer

E. , which MUST be an integer

The correct answer is B.

183. Running at their respective constant rates, Machine X takes 2 days longer to produce w
widgets than Machine Y. At these rates, if the two machines together produce widgets in 3
days, how many days would it take Machine X alone to produce 2w widgets?
A. 4
B. 6
C. 8
D. 10
E. 12
Algebra Applied Problems
If x, where x > 2, represents the number of days Machine X takes to produce w widgets, then
Machine Y takes x − 2 days to produce w widgets. It follows that Machines X and Y can
produce and widgets, respectively, in 1 day and together they can produce
widgets in 1 day. Since it is given that, together, they can produce widgets in 3 days, it

follows that, together, they can produce widgets in 1 day. Thus,

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Therefore, since x > 2, it follows that x = 6. Machine X takes 6 days to produce w widgets and
2(6) = 12 days to produce 2w widgets.
The correct answer is E.
184. What is the greatest positive integer n such that 5n divides 10! – (2)(5!)2?
A. 2
B. 3
C. 4
D. 5
E. 6
Arithmetic Properties of Numbers; Exponents
The greatest positive integer n such that 5n divides a given integer is the number of factors of
5 in the prime factorization of the given integer. By repeated identi ication of common factors,
the indicated difference can be factored suf iciently to determine the number of factors of 5 in
its prime factorization. In the computations that follow, we have used the equalities 10! = (5!)
(6)(7)(8)(9)(10) and 5! = (2)(3)(4)(5).
10! – (2)(5!)2
= (5! · 6 · 7 · 8 · 9 · 10) – (2 · 5! · 5!)
= (5!)(6 · 7 · 8 · 9 · 10 – 2 · 5!)
= (5!)(6 · 7 · 8 · 9 · 10 – 2 · 2 · 3 · 4 · 5)
= (5!)(24)(3 · 7 · 9 · 10 – 3 · 5)
= (5!)(24)(3)(7 · 9 · 10 – 5)
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= (5!)(24)(3)(5)(7 · 9 · 2 – 1)
= (5!)(24)(3)(5)(63 · 2 – 1)
= (5!)(24)(3)(5)(126 – 1)
= (5!)(24)(3)(5)(125)
Since there is exactly 1 factor of 5 in 5! = (2)(3)(4)(5), no factors of 5 in either 24 or 3, exactly
1 factor of 5 in 5, and exactly 3 factors of 5 in 125 = 53, it follows that there are 1 + 1 + 3 = 5
factors of 5 in 10! – (2)(5!)2 = (5!)(24)(3)(5)(125).
The correct answer is D.
185. Yesterday, Candice and Sabrina trained for a bicycle race by riding around an oval track. They
both began riding at the same time from the track’s starting point. However, Candice rode at a
faster pace than Sabrina, completing each lap around the track in 42 seconds, while Sabrina
completed each lap around the track in 46 seconds. How many laps around the track had
Candice completed the next time that Candice and Sabrina were together at the starting point?
A. 21
B. 23
C. 42
D. 46
E. 483
Arithmetic Applied Problems; Properties of Integers
Let C and S be the number of laps around the track, respectively, whenever Candice and
Sabrina were together again at the starting point. Since Candice completes each lap in 42
seconds, Candice had been riding for a total of 42C seconds, and since Sabrina completes each
lap in 46 seconds, Sabrina had been riding for a total of 46S seconds. Because they had been
riding for the same total amount of time, we have 42C = 46S, or 21C = 23S, where C and S are
positive integers.
Because 23 is a prime number that divides the product of 21 and C (note that 23 divides 23S
and 23S = 21C), it follows that 23 divides 21 (not true) or 23 divides C, and hence 23 divides
C. Also, because 3 is a prime number that divides the product of 23 and S (note that 3 divides
21C and 21C = 23S), it follows that 3 divides 23 (not true) or 3 divides S, and hence 3 divides
S. Finally, because 7 is a prime number that divides the product of 23 and S (note that 7
divides 21C and 21C = 23S), it follows that 7 divides 23 (not true) or 7 divides S, and hence 7
divides S
It follows that C is a multiple of 23 and S is a multiple of both 3 and 7. The least positive
integer values for C and S with this property are C = 23 and S = 3 × 7 = 21. Therefore, the next
time after beginning that Candice and Sabrina were together at the starting point, Candice had
completed 23 laps and Sabrina had completed 21 laps.
The correct answer is B.
186. If n = 9! – 64, which of the following is the greatest integer k such that 3k is a factor of n?
A. 1
B. 3
C. 4
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D. 6
E. 8
Arithmetic Properties of Integers
The following charts isolate and count the occurrences of 2 and of 3 in the factorizations of 9!
= (9)(8)(7)(6)(5)(4)(3)(2) and 64 = (6)(6)(6)(6).

9! = (9) (8) (7) (6) (5) (4) (3) (2)

Occurrences of 2 0 3 0 1 0 2 0 1

Occurrences of 3 2 0 0 1 0 0 1 0

64 = (6) (6) (6) (6)

Occurrences of 2 1 1 1 1

Occurrences of 3 1 1 1 1

So, 9! – 64 = (27 · 34 · 5 · 7) – (24 · 34) = (24 · 34)(23 · 5 · 7 – 1) = (24 · 34)(279) = (24 · 34)
(32 · 31) = 24 · 36 · 31, where 31 is prime. Therefore k = 6.
Alternatively, express n = 9! – 64 as (9)(8)(7)(6)(5)(4)(3)(2)(1) – 64 = [(9)(8)](7)(6)(5)(4)[(3)
(2)](1) – 64. Then factor (9)(8) as (36)(2) = (62)(2) and multiply (3)(2) to get 6. Factoring 64
from n = (62)(2)(7)(6)(5)(4)(6)(1) – 64 gives n = 64[(2)(7)(5)(4)(1) – 1] = 64(279). It follows
that 64 has 4 factors of 3 and 279 has 2 additional factors of 3 since 279 = (32)(31), so the
greatest integer k such that 3k is a factor of n is 4 + 2 = 6.
The correct answer is D.
187. The integer 120 has many factorizations. For example, 120 = (2)(60), 120 = (3)(4)(10), and
120 = (–1)(–3)(4)(10). In how many of the factorizations of 120 are the factors consecutive
integers in ascending order?
A. 2
B. 3
C. 4
D. 5
E. 6
Arithmetic Properties of Integers
All of the positive factors of 120 listed in ascending order are 1, 2, 3, 4, 5, 6, 8, 10, 12, 15, 20,
24, 30, 40, 60, and 120. The negative factors of 120 listed in ascending order are –120, –60, –
40, –30, –24, –20, –15, –12, –10, –8, –6, –5, –4, –3, –2, and –1. Examining these lists for groups
of consecutive factors whose product is 120 gives (1)(2)(3)(4)(5), (2)(3)(4)(5), (4)(5)(6), and
(–5)(–4)(–3)(–2).
The correct answer is C.

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188. Jorge’s bank statement showed a balance that was $0.54 greater than what his records
showed. He discovered that he had written a check for $x.yz and had recorded it as $x.zy,
where each of x, y, and z represents a digit from 0 though 9. Which of the following could be
the value of z?
A. 2
B. 3
C. 4
D. 5
E. 6
Arithmetic Place Value
Since the amount Jorge recorded for the check ($x.zy) was $0.54 more than the actual amount
of the check ($x.yz), it follows that $x.zy – $x.yz = $0.54. This is equivalent to
. Then or, equivalently, 10z +

y – (10y + z) = 54. It follows that 9z – 9y = 54 or z – y = 6. Since y and z are digits, the possible
values of y and z, respectively, are 0 and 6, 1 and 7, 2 and 8, and 3 and 9. Of the possible
values of z, only 6 is given as one of the answer choices.
The correct answer is E.
189. One side of a parking stall is de ined by a straight stripe that consists of n painted sections of
equal length with an unpainted section as long between each pair of consecutive painted

sections. The total length of the stripe from the beginning of the irst painted section to the
end of the last painted section is 203 inches. If n is an integer and the length, in inches, of each
unpainted section is an integer greater than 2, what is the value of n?
A. 5
B. 9
C. 10
D. 14
E. 29
Algebra Applied Problems

The igure above is a schematic diagram of the parking stall’s painted sections, where each
painted section has length 2k inches and each unpainted section has length k inches. Since
there is a total of n painted sections and a total of (n – 1) unpainted sections, it follows that
n(2k) + (n – 1)k = 203, or (3n – 1)k = 203. Also, since n and k are positive integers with n ≥ 2,
and 203 = (7)(29) is the only factorization of 203 with integer factors greater than or equal to
2, we have two cases.

Case 1: 3n – 1 = 7 and k = 29. In this case we have .

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Case 2: 3n – 1 = 29 and k = 7. In this case we have n = 10.

Because is not an integer, we discard Case 1, and hence n = 10.

The correct answer is C.

190. =

A. 16
B. 14
C. 3
D. 1
E. –1
Arithmetic Operations on Rational Numbers
Work the problem:

The correct answer is B.

Consecutive Minutes Units of Power

Machine Machine Is Off When On

A 17 15

B 14 18

C 11 12

191. At a certain factory, each of Machines A, B, and C is periodically on for exactly 1 minute and
periodically off for a ixed number of consecutive minutes. The table above shows that
Machine A is on and uses 15 units of power every 18th minute, Machine B is on and uses 18
units of power every 15th minute, and Machine C is on and uses 12 units of power every 12th
minute. The factory has a backup generator that operates only when the total power usage of
the 3 machines exceeds 30 units of power. What is the time interval, in minutes, between
consecutive times the backup generator begins to operate?
A. 36
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B. 63
C. 90
D. 180
E. 270
Arithmetic Applied Problems
The given table shows that the backup generator will not operate when only one of the
machines is operating, since none of the machines uses more than 30 units of power. The
table below shows the power usage when more than one machine is operating at the same
time.

Units of power Backup

Machines when on generator

A&B 15 + 18 = 33 On

B&C 18 + 12 = 30 Off

C&A 12 + 15 = 27 Off

A & B & C 15 + 18 + 12 = 45 On

Thus, the backup generator will be on whenever Machines A and B are both on, this being
true regardless of whether Machine C is on. We are given that Machine A is on for 1 minute
every 18 minutes and Machine B is on for 1 minute every 15 minutes. Therefore, if Machines
A and B are both on for a certain minute, then the following are the minutes when these
machines are again on.
Minutes when Machine A is on: 1st, 19th , 37th , 55th , 73rd, 91st, 109th , …
Minutes when Machine B is on: 1st, 16th , 31st, 46th , 61st, 76th , 91st, 106th , …
Therefore, the next time Machines A and B are both on is the 91st minute, which is 90 minutes
after the irst minute.
Alternatively, Machine A is on every 18 = (2)(32) minutes and Machine B is on every 15 = (3)
(5) minutes, so the machines are both on every (2)(32)(5) = 90 minutes (least common
multiple of 18 and 15).
The correct answer is C.
192. In a certain region, the number of children who have been vaccinated against rubella is twice
the number who have been vaccinated against mumps. The number who have been
vaccinated against both is twice the number who have been vaccinated against mumps. If
5,000 have been vaccinated against both, how many have been vaccinated against rubella
only?
A. 2,500
B. 7,500
C. 10,000
D. 15,000
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E. 17,500
Algebra Simultaneous Equations; Sets (Venn Diagrams)
Let R, M, and B be the number, respectively, of children who have been vaccinated against
rubella, against mumps, and against both. Then the number of children who have been
vaccinated against rubella only is R – B and the number of children who have been vaccinated
against mumps only is M – B, as shown in the Venn diagram below.

From the given information, we have (i) R = 2M, (ii) B = 2(M − B), and (iii) B = 5,000.
Substituting the value of B given in (iii) into (ii) gives 5,000 = 2(M − 5,000), or M = 7,500. Using
this value of M in (i) gives R = 2(7,500) = 15,000. Therefore, the number vaccinated against
rubella only is R – B = 15,000 − 5,000 = 10,000.
The correct answer is C.
193. Three boxes of supplies have an average (arithmetic mean) weight of 7 kilograms and a
median weight of 9 kilograms. What is the maximum possible weight, in kilograms, of the
lightest box?
A. 1
B. 2
C. 3
D. 4
E. 5
Algebra Statistics
Let x, y, and z be the weights, in kilograms, of the boxes, where x ≤ y ≤ z. Since the average
weight of the boxes is 7 kilograms and the median weight of the boxes is 9 kilograms, we have
x + y + z = 3(7) = 21 and y = 9. Hence, x + 9 + z = 21, or z = 12 − x. Since z = 12 − x, z ≥ y, and y
= 9, it follows that 12 − x ≥ 9, or x ≤ 3. Therefore, the maximum possible value of x, which is
the maximum possible weight of the lightest box in kilograms, is less than or equal to 3. Since
x = 3 is a possible value of x, which can be seen by considering x = 3, y = 9, and z = 9, the
maximum possible weight of the lightest box is equal to 3 kilograms.
The correct answer is C.

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Stock Number of Shares

V 68

W 112

X 56

Y 94

Z 45

194. The table shows the number of shares of each of the 5 stocks owned by Mr. Sami. If Mr. Sami
were to sell 20 shares of Stock X and buy 24 shares of Stock Y, what would be the increase in
the range of the numbers of shares of the 5 stocks owned by Mr. Sami?
A. 4
B. 6
C. 9
D. 15
E. 20
Arithmetic Statistics
The table below shows the numbers of shares of the 5 stocks before and after the change in
the numbers of shares of Stocks X and Y.

Number of Shares Number of Shares

Stock (before) (after)

V 68 68

W 112 112

X 56 36

Y 94 118

Z 45 45

Before the change in the number of shares of Stocks X and Y, the range was 112 − 45 = 67.
After the change in the number of shares of Stocks X and Y, the range was 118 − 36 = 82.
Therefore, the increase in the range is 82 − 67 = 15.
The correct answer is D.
195. Last year, sales at Company X were 10% greater in February than in January, 15% less in
March than in February, 20% greater in April than in March, 10% less in May than in April,
and 5% greater in June than in May. In which month were sales closest to the sales in January?

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A. February
B. March
C. April
D. May
E. June
Arithmetic Percents; Estimation
Let N be the sales at Company X in January. The table gives numerical expressions for sales in
each of the months from January through June. For example, since sales in March were 15%
less than sales in February, sales in March can be obtained by multiplying sales in February by
0.85.

Month Sales

January N

February (1.1)N

March (0.85)(1.1)N

April (1.2)(0.85)(1.1)N

May (0.9)(1.2)(0.85)(1.1)N

June (1.05)(0.9)(1.2)(0.85)(1.1)N

The month after January with sales closest to sales in January will be the month after January
having sales closest to N. To this end, the following two results will be helpful.
(a) (0.85)(1.1) = 0.935
(b) (0.85)(1.2) = 1.02
From (a) it follows that sales in January were closer to sales in March than to sales in
February, since 1 is closer to 0.935 than to 1.1. Hence, the month with sales closest to January
is NOT February. From (b) it follows that sales in January were closer to sales in February
than to sales in April, since (1.2)(0.85)(1.1) = (1.02)(1.1) > 1.1. Hence, the month with sales
closest to January is NOT April. For May, because (0.9)(1.1) = (1 − 0.1)(1 + 0.1) = 12 − (0.1)2 =
0.99, it follows from (b) that (0.9)(1.2)(0.85)(1.1) = (0.99)(1.02) = (0.99)(1 + 0.02), which is
0.99 plus a little less than 0.02 (0.99 × 0.02 is 99% of 0.02). Thus, sales in January were closer
to sales in May (between N and 1.02N) than to sales in March (sales were 0.935N). Hence, the
month with sales closest to January is NOT March. Finally, because sales in June were greater
than sales in May, and both were greater than N, sales in January were closer to sales in May
than to sales in June. Hence, the month with sales closest to January is NOT June. Therefore,
the month with sales closest to January is May.
Alternatively, multiply the indicated products and determine which is closest to N.

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Month Sales

January N

February 1.1N

March 0.935N

April 1.122N

May 1.0098N

June 1.06029N

The correct answer is D.

196. If s and t are integers greater than 1 and each is a factor of the integer n, which of the
following must be a factor of nst?
I.
II.
III.
A. None
B. I only
C. II only
D. III only
E. I and II
Algebra Factoring; Simplifying Algebraic Expressions
Since each of s and t is a factor of n, it follows that there are positive integers a and b such that
n = as and n = bt.

I. MUST BE A FACTOR: nst divided by st is an integer, since sst − t =

ast st(s − 1) and each of ast and st(s − 1) is an integer. Note that st(s − 1) is an integer
because s is greater than 1, and hence the exponent t(s − 1) is not negative.
II. MUST BE A FACTOR: Since s ≥ 2 and t ≥ 2, we have st ≥ 4, or st – 4 ≥ 0. Hence, nst – 4 is an
integer because the exponent st – 4 is not negative. Therefore, because nst = n4nst – 4, it
follows that n4 is a factor of nst. Also, because n4 = (n)(n)(n)(n) = (as)(as)(bt)(bt) =
(ab)2(st)2, it follows that (st)2 is a factor of n4. Finally, because (st)2 is a factor of n4 and
n4 is a factor of nst, it follows that (st)2 is a factor of nst.
III. CAN FAIL TO BE A FACTOR. Let s = 2, t = 3, and n = 6. Then s and t are integers greater
than 1 and each is a factor of n. However, s + t = 5 is not a factor of nst = 66.
The correct answer is E.
197. How many 4-digit positive integers are there in which all 4 digits are even?
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A. 625
B. 600
C. 500
D. 400
E. 256
Arithmetic Elementary Combinatorics
There are 4 possibilities for the left-most digit (2, 4, 6, and 8) and 5 possibilities for each of
the 3 remaining digits (0, 2, 4, 6, and 8). Therefore, the number of 4-digit positive integers in
which all 4 digits are even is 4 × 5 × 5 × 5 = 500.
The correct answer is C.
198. If 0 < r < 1 < s < 2, which of the following must be less than 1?
I.
II. rs
III. s − r
A. I only
B. II only
C. III only
D. I and II
E. I and III
Arithmetic Inequalities
I. MUST BE LESS THAN 1: We have 0 < r < s from the given information. Dividing
throughout by the positive number s gives .
II. CAN FAIL TO BE LESS THAN 1: If r = 0.9 and s = 1.9, then 0 < r < 1 < s < 2 and rs = 1.71 is
not less than 1.
III. CAN FAIL TO BE LESS THAN 1: If r = 0.1 and s = 1.9, then 0 < r < 1 < s < 2 and s – r = 1.8 is
not less than 1.
The correct answer is A.
199. Last month, 15 homes were sold in Town X. The average (arithmetic mean) sale price of the
homes was $150,000 and the median sale price was $130,000. Which of the following
statements must be true?
I. At least one of the homes was sold for more than $165,000.
II. At least one of the homes was sold for more than $130,000 and less than $150,000.
III. At least one of the homes was sold for less than $130,000.
A. I only
B. II only
C. III only
D. I and II
E. I and III
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Arithmetic Statistics
I. MUST BE TRUE: Since the average sale price of the 15 homes was $150,000, the total of
the 15 sale prices was 15($150,000) = $2,250,000. Also, since the median sale price of
the 15 homes was $130,000, 7 of the homes each had a sale price less than or equal to
$130,000, 7 of the homes each had a sale price greater than or equal to $130,000, and
the remaining home had a sale price equal to $130,000.

If none of the homes was sold for more than $165,000, then the total of the 15 sale
prices would be less than or equal to 7($130,000) + $130,000 + 7($165,000) =
$2,195,000, which is less than $2,250,000, contradicting what we know is the total of the
15 sale prices. Therefore, it is not possible for none of the homes to be sold for more
than $165,000, and thus it must be true that at least one of the homes was sold for more
than $165,000.
II. CAN BE FALSE: If 13 of the sale prices were each $130,000 and 2 of the sale prices were
each $280,000, then the median of the sale prices would be $130,000 and the average of
the sale prices would be

= $150,000.

However, in this example none of the homes was sold for more than $130,000 and less
than $150,000.
III. CAN BE FALSE: If 13 of the sale prices were each $130,000 and the 2 remaining sale
prices were $140,000 and $420,000, then the median of the sale prices would be
$130,000 and the average of the sale prices would be

= $150,000.

However, in this example none of the homes was sold for less than $130,000.
The correct answer is A.
200. Pumps A, B, and C operate at their respective constant rates. Pumps A and B, operating
simultaneously, can ill a certain tank in hours; Pumps A and C, operating simultaneously,
can ill the tank in hours; and Pumps B and C, operating simultaneously, can ill the tank in 2
hours. How many hours does it take Pumps A, B, and C, operating simultaneously, to ill the
tank?
A.

B.

C.

D.

E. 1
Algebra Work Problem

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Let tA, tB, and tC be the number of hours, respectively, for Pumps A, B, and C operating alone
to ill the tank, and let t be the number of hours for Pumps A, B, and C operating
simultaneously to ill the tank.
Since Pumps A and B, operating simultaneously, can ill the tank in hours, it follows that

, and similarly for the other two pairs of pumps we are given information

about.
+ =

+ =

+ =

Adding these 3 equations gives , or . Since

, it follows that , or t = 1.

The correct answer is E.

201. If n is a positive integer, then (−2n)−2 + (2−n)2 =
A. 0
B. 2−2n
C. 22n
D. 2−2n + 1
E. 22n + 1
Algebra Simplifying Algebraic Expressions

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(−2n)−2 + (2−n)2 given

=
use

=
−2n = (−1)(2n) and use (ab)c = acbc

=
(−1)2 = 1 and use

= adding fractions with a common denominator

=
use (ab)c = abc

= 1 – 2n
2 2 = 21 and use

= –2n + 1 1 – 2n = –2n + 1
2

The correct answer is D.

202. Which of the following is equal to ?

A.

B. 3
C. 6
D. 12
E. 12
Arithmetic Operations on Radical Expressions

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= use

= use (ab)c = acbc

= and

= reduce

= multiply by 1

= reduce

The correct answer is C.

203. Dara ran on a treadmill that had a readout indicating the time remaining in her exercise
session. When the readout indicated 24 min 18 sec, she had completed 10% of her exercise
session. The readout indicated which of the following when she had completed 40% of her
exercise session?
A. 10 min 48 sec
B. 14 min 52 sec
C. 14 min 58 sec
D. 16 min 6 sec
E. 16 min 12 sec
Arithmetic Rate Problem
Since 24 min 18 sec (or 1,458 sec) represents 90% of the total time for the exercise session, it
follows that the total time for the exercise session was = 1,620 sec. Thus, when she
had completed 40% of the exercise session, the readout would have indicated 60% of the total
time, which is 0.6(1,620 sec) = 972 sec = 16 min 12 sec.
The correct answer is E.

To register for the GMAT™ exam, go to www.mba.com/register

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5.0 GMAT™ Official Guide Quantitative Review Question

Index
5.0 GMAT™ Official Guide Quantitative Review Question Index
The Quantitative Review Question Index is organized by the section, dif iculty level, and then by
mathematical concept. The question number, page number, and answer explanation page number
are listed so that questions within the book can be quickly located.

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Quantitative Reasoning — Chapter 4 – Page 70

Answer
Question Question Explanation
Dif iculty Concept # ID # Page Page

Easy Absolute Value 32 300212 77 115

Easy Applied Problems 6 300109 73 106

Easy Applied Problems 11 300199 74 108

Easy Applied Problems 12 300189 74 108

Easy Applied Problems 18 300188 75 110

Easy Applied Problems 33 300122 77 115

Easy Applied Problems 38 300240 78 116

Easy Applied Problems 41 300177 78 117

Easy Applied Problems 44 300132 79 118

Easy Applied Problems 47 300193 79 119

Easy Applied Problems 48 300216 79 120

Easy Applied Problems 61 300100 81 123

Easy Applied Problems 71 300207 83 127

Easy Applied Problems; First-Degree Equations 77 300291 84 129

Easy Applied Problems; Operations with Fractions 46 300147 79 119

Easy Applied Problems; Percents 56 300191 80 122

Easy Applied Problems; Proportions 9 300173 74 107

Easy Applied Problems; Substitution 16 300104 75 109

Easy Average 78 300292 84 129

Easy Estimation 54 300105 80 121

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Answer
Question Question Explanation
Dif iculty Concept # ID # Page Page

Easy Estimation 79 300293 84 129

Easy Exponents 37 300184 78 116

Easy Exponents 40 300123 78 117

Easy Factoring 3 300198 73 105

Easy Factors, Multiples, and Divisibility 4 300208 73 106

Easy First-Degree Equations 8 300121 74 107

Easy First-Degree Equations 14 300259 75 109

Easy First-Degree Equations 27 300250 76 113

Easy First-Degree Equations 39 300247 78 117

Easy First-Degree Equations 49 300213 80 120

Easy First-Degree Equations 80 300294 84 130

Easy First-Degree Equations; Substitution 36 300134 78 116

Easy Formulas 53 300120 80 121

Easy Formulas 66 300260 82 125

Easy Fractions 23 300146 76 112

Easy Inequalities 7 300242 74 106

Easy Inequalities 34 300145 77 115

Easy Interpretation of Graphs 63 300129 82 124

Easy Operations on Integers 5 300220 73 106

Easy Operations on Integers 19 300238 75 110

Easy Operations on Integers 65 300228 82 125

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Answer
Question Question Explanation
Dif iculty Concept # ID # Page Page

Easy Operations on Integers 68 300214 82 126

Easy Operations on Rational Numbers 13 300124 74 108

Easy Operations on Rational Numbers 21 300218 76 111

Easy Operations with Fractions 59 300112 81 123

Easy Operations with Fractions 60 300136 81 123

Easy Operations with Fractions 64 300226 82 124

Easy Operations with Integers 58 300102 81 122

Easy Operations with Integers 62 300168 81 124

Easy Operations with Integers; Measurement 73 300155 83 128

Conversion

Easy Order 15 300209 75 109

Easy Percents 10 300258 74 108

Easy Percents 20 300254 75 111

Easy Percents 29 300170 77 114

Easy Percents 35 300285 77 116

Easy Percents 50 300116 80 120

Easy Percents 57 300101 81 122

Easy Percents 70 300232 83 127

Easy Place Value 30 300175 77 114

Easy Place Value 74 300117 83 128

Easy Properties of Integers 25 300182 76 112

Easy Properties of Integers 82 300296 84 130

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Answer
Question Question Explanation
Dif iculty Concept # ID # Page Page

Easy Properties of Numbers 28 300178 76 113

Easy Properties of Numbers 43 300128 79 118

Easy Properties of Numbers 55 300174 80 122

Easy Properties of Numbers 72 300119 83 127

Easy Rate 1 300203 73 105

Easy Rate Problem 17 300239 75 110

Easy Rate Problem 42 300181 78 117

Easy Ratio and Proportion 51 300252 80 121

Easy Second-Degree Equations 2 300107 73 105

Easy Second-Degree Equations 22 300131 76 111

Easy Second-Degree Equations 52 300130 80 121

Easy Sequences 67 300172 82 126

Easy Series and Sequences 26 300186 76 113

Easy Series and Sequences 45 300185 79 119

Easy Series and Sequences 75 300289 84 128

Easy Series and Sequences; Simplifying Algebraic 76 300290 84 129

Expressions

Easy Simplifying Algebraic Expressions 81 300295 84 130

Easy Simplifying Algebraic Expressions; 24 300125 76 112

Substitution

Easy Simultaneous Equations 31 300202 77 115

Easy Statistics 69 300103 83 127

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Answer
Question Question Explanation
Dif iculty Concept # ID # Page Page

Medium Absolute Value 113 300118 89 140

Medium Applied Problems 84 300160 85 131

Medium Applied Problems 87 300161 85 132

Medium Applied Problems 102 300283 88 137

Medium Applied Problems 109 300187 89 139

Medium Applied Problems 112 300204 89 140

Medium Applied Problems 122 300284 90 144

Medium Applied Problems 124 300221 91 144

Medium Applied Problems 145 300306 93 151

Medium Applied Problems; Formulas 95 300272 87 135

Medium Applied Problems; Percents 130 300245 91 146

Medium Arithmetic Operations 141 300302 93 150

Medium Decimals 110 300171 89 139

Medium Equations; Inequalities 93 300269 86 134

Medium Estimation 131 300286 91 147

Medium Exponents; Simplifying Algebraic Expressions 139 300300 92 149

Medium Factoring 99 300277 87 136

Medium First-Degree Equations 83 300159 85 130

Medium First-Degree Equations 94 300271 87 135

Medium First-Degree Equations 96 300273 87 135

Medium Formulas 98 300276 87 136

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Answer
Question Question Explanation
Dif iculty Concept # ID # Page Page

Medium Formulas; Percents 105 300140 88 138

Medium Functions 142 300303 93 150

Medium Functions; Absolute Value 92 300267 86 134

Medium Inequalities 106 300176 88 138

Medium Inequalities 108 300244 88 139

Medium Inequalities 117 300241 90 142

Medium Inequalities 126 300114 91 145

Medium Inequalities; Absolute Value 120 300268 90 143

Medium Measurement Conversion 101 300282 88 137

Medium Measurement Conversion 138 300299 92 149

Medium Measurement Conversion; Rate Problem 136 300297 92 148

Medium Operations with Integers 89 300165 86 133

Medium Order 86 300163 85 131

Medium Percents 127 300229 91 145

Medium Percents 132 300154 92 147

Medium Percents; Estimation 114 300210 89 141

Medium Percents; Estimation 125 300222 91 145

Medium Place Value 115 300287 89 141

Medium Place Value 134 300223 92 148

Medium Probability 146 300307 93 152

Medium Probability; Sets (Venn Diagrams) 140 300301 93 149

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Answer
Question Question Explanation
Dif iculty Concept # ID # Page Page

Medium Properties of Integers 90 300166 86 133

Medium Properties of Integers 133 300261 92 147

Medium Properties of Integers 137 300298 92 148

Medium Properties of Numbers 107 300133 88 139

Medium Properties of Numbers 118 300111 90 142

Medium Properties of Numbers 119 300192 90 143

Medium Properties of Numbers 128 300179 91 146

Medium Rate Problem; Measurement Conversion 144 300305 93 151

Medium Ratio and Proportion 123 300280 90 144

Medium Ratios 85 300162 85 131

Medium Second-Degree Equations 100 300279 87 137

Medium Second-Degree Equations 104 300127 88 138

Medium Series and Sequences 135 300141 92 148

Medium Series and Sequences 143 300304 93 150

Medium Sets (Venn Diagrams) 88 300164 85 132

Medium Simplifying Algebraic Expressions 147 300308 94 152

Medium Simultaneous Equations 97 300275 87 135

Medium Simultaneous Equations 103 300126 88 138

Medium Simultaneous Equations 116 300255 89 141

Medium Simultaneous Equations 129 300196 91 146

Medium Statistics 91 300266 86 133

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Answer
Question Question Explanation
Dif iculty Concept # ID # Page Page

Medium Statistics 111 300262 89 140

Medium Statistics 121 300115 90 143

Hard Absolute Value 162 300201 96 156

Hard Applied Problems 151 300139 94 153

Hard Applied Problems 173 300135 97 160

Hard Applied Problems 175 300137 98 161

Hard Applied Problems 183 300263 99 164

Hard Applied Problems 189 300157 100 166

Hard Applied Problems 191 300156 100 167

Hard Applied Problems; Percents 155 300113 95 154

Hard Applied Problems; Percents 178 300183 98 162

Hard Applied Problems; Properties of Integers 185 300143 99 165

Hard Arithmetic Operations 149 300167 94 152

Hard Elementary Combinatorics 164 300197 96 157

Hard Elementary Combinatorics 168 300180 97 159

Hard Elementary Combinatorics 197 300314 101 170

Hard Estimation 158 300106 95 155

Hard Exponents 157 300205 95 155

Hard Factoring; Simplifying Algebraic Expressions 196 300313 101 170

Hard First-Degree Equations 148 300158 94 152

Hard First-Degree Equations; Percents 165 300233 96 158

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Answer
Question Question Explanation
Dif iculty Concept # ID # Page Page

Hard First-Degree Equations; Percents 172 300281 97 160

Hard Inequalities 174 300243 98 161

Hard Inequalities 198 300315 101 171

Hard Operations on Radical Expressions 167 300153 97 158

Hard Operations on Radical Expressions 202 300319 102 172

Hard Operations on Rational Numbers 179 300150 98 163

Hard Operations on Rational Numbers 190 300149 100 167

Hard Operations with Integers 150 300190 94 153

Hard Operations with Integers 163 300234 96 157

Hard Percents 156 300219 95 154

Hard Percents; Estimation 195 300312 101 169

Hard Place Value 170 300211 97 159

Hard Place Value 188 300138 100 166

Hard Probability 177 300215 98 162

Hard Probability; Concepts of Sets 169 300206 97 159

Hard Properties of Numbers 152 300264 94 153

Hard Properties of Numbers 159 300274 95 155

Hard Properties of Numbers 171 300237 97 160

Hard Properties of Numbers 176 300230 98 161

Hard Properties of Numbers 180 300253 99 163

Hard Properties of Numbers 182 300152 99 164

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Answer
Question Question Explanation
Dif iculty Concept # ID # Page Page

Hard Properties of Numbers 186 300148 99 166

Hard Properties of Numbers 187 300144 99 166

Hard Properties of Numbers; Exponents 184 300142 99 165

Hard Rate Problem 203 300320 102 173

Hard Sequences and Series 153 300108 94 153

Hard Sequences and Series 154 300288 95 154

Hard Sets 166 300195 97 158

Hard Simplifying Algebraic Expressions 201 300318 102 172

Hard Simplifying Algebraic Expressions; Applied 181 300151 99 163

Problems

Hard Simultaneous Equations; Sets (Venn 192 300309 100 168

Diagrams)

Hard Statistics 160 300257 95 156

Hard Statistics 161 300217 96 156

Hard Statistics 193 300310 101 168

Hard Statistics 194 300311 101 169

Hard Statistics 199 300316 102 171

Hard Work Problem 200 300317 102 172

To register for the GMAT™ exam, go to www.mba.com/register

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Appendix A Answer Sheet

Quantitative Reasoning Answer Sheet
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