The gre quatitative section 10 potx

51. d. Draw altitudes of AE and BF.
ᎏ
1
2
ᎏ
(b
1
+ b
2
)h =
ᎏ
1
2
ᎏ
(10 + 2)6 =
= 36 square units
52. d. Factor x
2
ϩ 2x Ϫ 8 into (x ϩ 4)(x Ϫ 2). If x is either Ϫ4 or 2, then x
2
ϩ 2x Ϫ 8 ϭ 0.
53. a. Set up a proportion. Let x ϭ the total body weight in terms of g.
ᎏ
w
to
e
t
i
a
g
l

h
b
t
o
o
d
f
y
sk
w
e
e
le
ig
to
h
n
t
ᎏ
=
ᎏ
1
7
0
0
,
,
0
0
0

0
0
0
g
g
r
r
a
a
m
m
s
s
ᎏ
=
ᎏ
x
g
ᎏ
ᎏ
1
7
ᎏ
=
ᎏ
x
g
ᎏ
x = 7g
54. b. Between 1

P.M. and 3:52 P.M., there are 172 minutes. There are three intervals between the classes.
Therefore, 3 ϫ 4 minutes, or 12 minutes, is the time spent in passing to classes. That leaves a total of
172 Ϫ 12, or 160, minutes for instruction, or 40 minutes for each class period.
55. e. (Average)(Number of items) ϭ Sum
(x)(P) ϭ Px
(y)(N) ϭ Ny
ᎏ
Numb
S
e
u
r
m
of items
ᎏ
= Average
ᎏ
P
P
x
+
+
N
Ny
ᎏ
= Average
56. b. Select the choice in which the value of n is greater than the value of d in order to yield a value of
ᎏ
n
d

ᎏ
greater than 1.
57. a.mЄc ϩ mЄd ϭ 180
°
,but mЄc  mЄd.
mЄa ϭ mЄd (vertical angles)
mЄa ϭ mЄe (corresponding angles)
mЄf ϭ mЄb (corresponding angles)
mЄf ϭ mЄc (alternate interior angles)
58. b. Sum ϭ (0.6)(4) or 2.4
0.2 ϩ 0.8 ϩ 1 ϭ 2
x ϭ 2.4 Ϫ 2 or 0.4
0
2
4
6
8
10
2
4
6810
12
14
A
B
C
D
E
F
2

10
6
– THE GRE QUANTITATIVE SECTION–
235
59. c. ϭϭ
60. d. Area of square EFGH ϭ 36 square feet and area of rectangle ABCD ϭ 36 square feet.
Since AD ϭ 4, then DC ϭ 9 feet. The perimeter of ABCD is 4 ϩ 9 ϩ 4 ϩ 9 ϭ 26 feet.
61. c. 500 grams of carbohydrates ϭ 2,050 calories
100 grams of carbohydrates ϭ 410 calories
1 gram of carbohydrates ϭ 4.1 calories
62. a. Total calories ϭ 3,390
Calories from protein ϭ 410
ᎏ
3
4
,3
1
9
0
0
ᎏ
ϭ
ᎏ
3
4
3
1
9
ᎏ
ϭ 12%

63. b. Boys at 17 require 3,750 calories per day.
Girls at 17 require 2,750 calories per day.
Difference ϭ 3,750 Ϫ 2,750 ϭ 1,000.
64. d. I is true; observe the regular increase for both sexes up to age 11. II is not true; from age 4 to 12,
calorie requirements are generally similar for boys and girls. Note that the broken line and the solid
line are almost parallel. III is true; boys reach their peak at 17, while girls reach their peak at 13.
65. c. 100 grams of fat ϭ 930 calories
1,000 grams of fat ϭ 9,300 calories
To obtain 9,300 calories from carbohydrates, set up a proportion, letting x ϭ number of grams of
carbohydrates needed.
ϭ
2,050x ϭ (9,300)(500)
x ϭ 2,268 (to the nearest gram)
66. d. Since the formula for the area of a circle is ␲r
2
, any change in r will affect the area by the square of
the amount of the change. Since the radius is doubled, the area will be four times as much (2)
2
.
67. c. Since OC ϭ BC and OC and OB are radii, triangle BOC is equilateral and the measure of angle
BOC ϭ 60
º
. Therefore, x ϭ 120 and
ᎏ
1
2
ᎏ
x ϭ 60.
68. c. Let x ϭ the number and multiply both sides by 6 to eliminate the fractions.
ᎏ

2
x
ᎏ
=
ᎏ
3
x
ᎏ
+ 17
3x = 2x + 102
x = 102
x
ᎏᎏ
9,300 calories
500 grams
ᎏᎏ
2,050 calories
a ϩ b
ᎏ
a – b
a ϩ b(a – b)
ᎏᎏ
(a – b)(a – b)
a
2
– b
2
ᎏ
(a – b)
– THE GRE QUANTITATIVE SECTION–

236
69. b. Let x ϭ amount Ed had.
Let y ϭ amount Patricia had.
x ϩ $10 ϭ amount Ed now has.
y Ϫ $10 ϭ amount Patricia now has.
+ $4 ϭ y – 10
x + $10 + $20 ϭ 5y – $50
x – 5y ϭ –$80
x – y ϭ $100
–x – y ϭ –100 (multiply by –1)
x – 5y ϭ –$80
–6y ϭ –180 (subtraction)
y ϭ $30 (amount Patricia had)
$30 – $10 ϭ $20 (amount Patricia now has)
70. c. This is a ratio problem.
ϭ
ᎏ
2
c
ᎏ
ϭ
ᎏ
x
?
ᎏ
c(?) ϭ 2x
(?) ϭ
ᎏ
2
c

x
ᎏ
71. c. Four cows produce one can of milk in one day. Therefore, eight cows could produce two cans of
milk in one day. In four days, eight cows will be able to produce eight cans of milk.
72. a. Visualize the situation. The amount of pure alcohol remains the same after the dilution with water.
73. e. Note that the question gives information about the transfer of teachers, but asks about the remain-
ing teachers. If 20 teachers are transferred, then there are 60 teachers remaining.
ᎏ
6
8
0
0
ᎏ
ϭ
ᎏ
3
4
ᎏ
ϭ 75%
74. e. 152 pounds and 4 ounces ϭ 152.25 pounds. 152.25 Ϭ 3 ϭ 50.75 pounds. Therefore, 0.75 pounds ϭ
12 ounces.
75. e. Let x ϭ number of contestants.
0.05x ϭ 30
5x ϭ 3,000
x ϭ 600
76. d. Since the driver’s fee is paid with the car, the charge for n Ϫ 1 person ϭ c(n Ϫ 1) cents; cost of car
and driver ϭ 50 cents. Therefore, T ϭ 50 ϩ c (n Ϫ 1).
number of items
ᎏᎏ
cost in cents

x + $10
ᎏ
5
– THE GRE QUANTITATIVE SECTION–
237
T
his book has given you a good start on studying for the GRE. However, one book is seldom
enough—it is best to be equipped with several resources, from general to specific.

GRE General Test
Bobrow, Jerry. GRE General Test (Cliff’s Test Prep), 7th Edition. (Indianapolis, IN: Cliff’s Notes, 2002).
GRE: Practicing to Take the General Test, 10th Edition. (Princeton, NJ: Educational Testing Service, 2002).
Green, Sharon Weiner, and Ira K. Wolf. How to Prepare for the GRE Test with CD-ROM. (New York: Bar-
ron’s Educational Series, 2003).
Kaplan GRE Exam 2004 with CD-ROM. (New York: Kaplan, 2003).
Lurie, Karen, Magda Pecsenye, Adam Robinson, and David Ragsdale. Cracking the GRE with Sample Tests
on CD-ROM, 2005 Edition. (New York: Princeton Review, 2005).
Rimal, Rajiv N., and Peter Z. Orton. 30 Days to the GRE Cat: Teacher-Tested Strategies and Techniques for
Scoring High, 2nd Edition (Grass Valley, CA: Peterson Publishing Company, 2001).

GRE Verbal Test
Cornog, Mary Wood. Merriam-Webster’s Vocabulary Builder. (New York: Merriam Webster, 1999).
Kaplan. Kaplan GRE Exam Verbal Workbook, 3rd Edition. (New York: Kaplan, 2004).
Appendix:
Additional Resources
239
LearningExpress. Vocabulary and Spelling Success in 20 Minutes a Day, 3rd Edition. (New York: Learning-
Express, 2002).
Ogden, James. Verbal Builder: An Excellent Review for Standardized Tests. (Piscataway, NJ: REA, 1998).

Wu, Yung Yee. GRE Verbal Workout, 2nd Edition. (Princeton, NJ: Princeton Review, 2005).

GRE Analytical Writing Test
Barrass, Robert. Students Must Write: A Guide to Better Writing in Coursework and Examinations,
3rd Edition. (New York: Routledge, 2005).
Biggs, Emily D., and Jean Eggenschwiler. Cliffs Quick Review Writing: Grammar, Usage, and Style.
(New York: Wiley, 2001).
Flesch, Rudolph. The Classic Guide to Better Writing. (New York: HarperResource, 1996).
Kaplan. Writing Power. (New York: Kaplan, 2003).
Peterson’s. Writing Skills for the GRE and GMAT Tests. (Princeton, NJ: Peterson’s, 2002).

GRE Quantitative Test
Kaplan. Math Power: Score Higher on the SAT, GRE, and Other Standardized Tests. (New York: Kaplan,
2003).
Lighthouse Review. The Ultimate Math Refresher for the GRE, GMAT, and SAT. (Austin, TX: Lighthouse
Review, Inc., 1999).
Peterson’s. Peterson’s Math Review for the GRE, GMAT, and MCAT, 2nd Edition. (Princeton, NJ: Peterson’s,
2003).
Stuart, David. GRE and GMAT Exams: Math Workbook. (New York: Kaplan, 2002).

Test-Taking and Study Skills
Gilbert, Sara D. How to Do Your Best on Tests. (New York: Harper Trophy, 1998).
James, Elizabeth. How to Be School Smart: Super Study Skills. (New York: Harper Trophy, 1998).
Luckie, William, and Wood Smethurst. Study Power: Study Skills to Improve Your Learning and Your Grades.
(Newton Upper Falls, MA: Brookline Books, 1997).
Meyers, Judith N. The Secrets of Taking Any Test, 2nd Edition. (New York: LearningExpress, 2000).
Rozakis, Laurie. Super Study Skills. (New York: Scholastic, 2002).
Travis, Pauline. The Very Best Coaching and Study Course for the New GRE. (Piscataway, NJ: REA, 2002).
Wood, Gail. How to Study, 2nd Edition. (New York: LearningExpress, 2000).
– APPENDIX: ADDITIONAL RESOURCES–

240