05-0127 GRE Manual 8.0
05-0127 GRE Manual 8.0
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Copyright © 2015 by TPR IP Education Holdings, LLC. All Rights Reserved.
Version 8.0
All rights reserved. No part of this manual may be reproduced for distribution to a third party in any
form or by any means, electronic or mechanical, including photocopy, recording, or any information
retrieval system, without the prior express written consent of the publisher, The Princeton Review.
This manual is for the exclusive use of The Princeton Review course students, and it is not legal for resale.
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Acknowledgments
Special thanks to the following for their many contributions to this manual:
Martin Cinke, Alan DeLoriea, Kyle Fox, John Fulmer, Mary Beth Garrick,
Jim Havens, Theodore Klein, Sara Kuperstein, Elissa Morel, Jason Morgan,
Craig Patches, Danny Poochigian, Tim Ricchuiti, and the staff and students
of The Princeton Review.
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Table of Contents
Introduction..................................................................................... 1
Lesson 1 Math................................................................................. 7
Lesson 1 Verbal............................................................................... 33
Lesson 2 Math................................................................................. 45
Lesson 2 Verbal............................................................................... 65
Lesson 3 Math................................................................................. 85
Lesson 3 Verbal............................................................................... 111
Lesson 4 Math................................................................................. 129
Lesson 4 Verbal............................................................................... 169
Lesson 5 Math................................................................................. 189
Lesson 5 Verbal............................................................................... 215
Lesson 6 Math................................................................................. 233
Lesson 6 Verbal............................................................................... 265
Lesson 7 Math................................................................................. 281
Lesson 7 Verbal............................................................................... 307
Lesson 8 Math................................................................................. 327
Lesson 8 Verbal............................................................................... 379
Lesson 8 Essays............................................................................... 407
Math Practice.................................................................................. 419
Between Now and Test Day............................................................. 443
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MANUAL FOR THE GRE
For each different question type, you will learn how to organize the information and answer all questions as
efficiently and accurately as possible.
8
When you’re done with each
2. A 8 + 12 + 4
2 x
2
2 x=4 7
80 B 8 + 12 + 16 16 32
problem, draw a line underneath it, 10 y=6
y - 24 C 16 + 24 + 8 24 24
across the page, so that you have a 56 56
D 16 + 24 + 8
8 56
2 48
clean space upon which to work the EE
next problem.
3. A 1030 250 32
B
Note how every answer choice has
30 30
5 2 25 • 10 16 • 2
C
been checked and every problem has 5•5• 2• 5 4•4•2
D
2 • 2 • 2 • 2 • 2=2 5
its own distinct space. EE 3•2
4.
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INTRODUCTION
latch
reflects false obvious wrong — — portray onto
Note that this student 1. A 2. A 3. A x x 4. A x 5. A x
has come up with her B B B x B x x B x x
own words for the C C C x C x C x
blank and has considered D D
and marked every E E
answer choice. fakes increased trend?
6. A 7. A
“Marked” questions B x x x B
are clearly marked on C x x x C
scratch paper. D
E
m
Questions 8–11/12 are Prob. 8. A 9. A 10. A 11 A
Reading Comprehension. 1. Sediment: Climate Hist. B B B B
Each answer choice has 2. Climate affects sediment C C C C
been considered. 3. “ D D D D
4. Cycle peaks at 1300 & 2400 E E E E
On the flip side, once you’ve spotted the error, solving the problem correctly is often a straightforward
process. A question that bedeviled you for minutes on end may appear to be appallingly obvious later. The
trick is to change the way you see the question while you still have the opportunity to fix it.
• You’ve found an answer, but it is not one of the choices they’ve given you.
• You have half a page of calculations but are no closer to an answer.
• You’ve spent more than four minutes on a problem.
• You’re down to two answer choices and both seem correct.
• You’ve eliminated all of the answers.
• You’re beginning to wonder whether ETS made a mistake.
If you find yourself in any of these situations, you are in Quicksand. Stop what you’re doing and get out.
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INTRODUCTION
The trick is to take each section as if there is no clock. As long as you are skipping the hard ones and skip-
ping and coming back when you run into resistance on questions you’ve started, you should get very few
questions in a section wrong.
Remember that it is not the number of questions that you answer that determines your score, it is the
number of questions you answer correctly. Accuracy is everything. Ignore the clock. Slow down and work
for accuracy only. If you run into a brick wall, don’t continue to spend time on the problem; go do an easier
one and come back.
There is only one exception, and that is the last two minutes of a section. A skipped question and a wrong
answer count the same. In other words, there is no penalty for “guessing” on a question you don’t know.
When two minutes remain on your clock, stop what you’re doing and bubble in answers to any remaining
unanswered questions. A few lucky guesses will pay off. If you don’t get any of them right, no harm done.
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MANUAL FOR THE GRE
Quantity A Quantity B
m 8
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
Question 2
$ 6
$ 9
$12
$15
$21
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LESSON 1 MATH
SCRATCH PAPER 1
1
Question 3
2
9
2
3
11
9
25
9
10
3
Question 4
2 1 4 2 5 5
n= + + + + + + x
7 3 9 3 9 7
0
2
63
1
65
63
4
6
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LESSON 1 MATH
SCRATCH PAPER 1
MATH POE
Question 1
2
On Tuesday, Jasmine eats of a whole apple pie and on Thursday
5
2
she eats of what is left. How much of the pie has not been eaten?
5
4
25
1
5
6
25
9
25
3
5
Question 2
Paul drives from his apartment to his parents’ house and back along the
same route. On the trip to his parents’ house, he travels at an average
speed of 60 miles per hour. On the return trip, he drives at an average speed
of 80 miles per hour. Which of the following is the closest approximation of
Paul’s average speed, in miles per hour, for the round trip?
60.0
68.6
70.0
71.4
80.0
Question 3
1
n=
( 2 ) (5 )
6 13
Quantity A Quantity B
The number of nonzero 3
digits when n is expressed
as a terminating decimal
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
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The relationship cannot be determined from the
12 | © TPR Education IP Holdings, LLC. information given.
LESSON 1 MATH
SCRATCH PAPER 1
PLUGGING IN
Question 1
⎛ d⎞
5⎜ ⎟
⎝ 3⎠
⎛ d⎞
7⎜ ⎟
⎝ 3⎠
⎛ d⎞
10 ⎜ ⎟
⎝ 3⎠
⎛ d⎞
7⎜ ⎟
⎝ 2⎠
⎛ d⎞
9⎜ ⎟
⎝ 2⎠
TRIGGER
Trigger: _______________________________________________________________
Question 2
3
If f = , where g ≠ 0 and f ≠ 1, then which of the
g
g−3
following is equal to ?
f −1
g
f
g–f
–f
–g
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LESSON 1 MATH
SCRATCH PAPER 1
RESPONSE
2. Set up your scratch paper.
3. Assign an easy number (e.g. 2, 5, 10, 100) to one or more variables.
4. Work through the problem.
5. Find the answer to the question. That’s your target number. Circle it.
6. Check all answer choices.
1
Question 3
1,500t
25t
25
t
750
t
90,000
t
Question 4
1
represents the reciprocal of ?
1
y−
y
y2 − 1
y
y2 + 1
y
y
y +1
y
2
y −1
y
2
y +1
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LESSON 1 MATH
SCRATCH PAPER 1
1
Question 5
rx
10(10 − x)
10r
x
r
10(10 − x)
r
10 − x
rx
10 − x
Check your work. For every problem, you should have terms
labeled, a target number circled, and all answer choices checked.
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LESSON 1 MATH
SCRATCH PAPER 1
Quantity A Quantity B
–10y –y
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
TRIGGER
Trigger: _______________________________________________________________
F – Fractions
R – Repeats
O – One
Z – Zero
E – Extremes
N – Negative
Question 2
x>y>0
Quantity A Quantity B
6x 7y
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
20 |
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LESSON 1 MATH
SCRATCH PAPER 1
RESPONSE
2. Set up your scratch paper.
3. Plug in an easy number (according to the problem’s restrictions).
4. Eliminate two of answers A, B, and C.
5. Repeat using FROZEN.
1
Question 3
Quantity A Quantity B
a + c 2b + 2
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
Question 4
a≠0
Quantity A Quantity B
|a – 1| |a| – 1
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
22 |
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LESSON 1 MATH
SCRATCH PAPER 1
2(a + b) – 3
(a – b) + 2
a+b–1
a–b
ab − 2
TRIGGER
Trigger: _______________________________________________________________
Question 2
2p < 2q
p2 < q2
p + q = 0
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LESSON 1 MATH
SCRATCH PAPER 1
RESPONSE
2. Set up your scratch paper.
3. Plug in an easy number (according to the problem’s restrictions).
4. Eliminate incorrect answer choices.
5. Repeat using FROZEN.
PLUGGING IN DRILL
Question 1 of 7
h–4
h+4
2h – 4
2h
2h + 6
Question 2 of 7
Quantity A Quantity B
6 + x 6–x
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
Question 3 of 7
0 < x < 10
0<y<1
Quantity A Quantity B
x – y 9
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
26 |
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LESSON 1 MATH
SCRATCH PAPER 1
1
Question 4 of 7
4m – 11
1
(m + 4) + 11
2
1
(m – 11)
2
11
4m +
2
2m – 7
Question 5 of 7
P<Q
Quantity A Quantity B
Q – P Q– P
3
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
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LESSON 1 MATH
SCRATCH PAPER 1
1
Question 6 of 7
k−6
3
k−3
3
k
3
k+3
3
k+6
3
Question 7 of 7
Quantity A Quantity B
The cost of item F The cost of item H
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
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LESSON 1 MATH
SCRATCH PAPER 1
SUMMARY
RESPONSE
2. Replace the variable(s) with number(s).
TRIGGER
RESPONSE
TRIGGER
RESPONSE
TRIGGER
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Lesson 1
Verbal
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MANUAL FOR THE GRE
1
Question 1
SCRATCH PAPER
Bob is well known for being _________ because he
frequently gives money to charities.
critical
stingy
cunning
munificent
famous
philanthropic
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LESSON 1 VERBAL
GET A CLUE
Who or what is the blank describing?
What else in the sentence provides insight into that person or thing?
His greatest talent was his _________ : his ability to lie to anyone.
Suddenly he _________ , and no one could tell where he had disappeared to.
Acclaimed by several important artists as a prodigy, Van Vliet was a sculpting _________ .
The _________ professor was so talkative that his rambling lectures would continue long after the students
had left the lecture hall.
Tamson was so gifted a singer that her colleagues were often dazzled by her _________ and failed to
appreciate her other talents.
Art critics have characterized Jackson’s latest work as a _________ of different ideas, all thrown together
with little thought of any unifying theme.
The _________ stories in Brown’s novels, which were written in the early years after the founding of the
United States of America and are frequently the subject of contextual analysis by historians, are noted for
their dark, forbidding tone.
1
Question 2
SCRATCH PAPER
Filmmaking is a _________ effort, since the director,
cinematographer, writer, editor, and many others
must work together to produce a movie.
creative
lucrative
collaborative
joint
concentrated
glamorous
Question 3
prosperous
stalwart
dismayed
prescient
steadfast
naïve
Question 4
thriving
destructive
withering
transitory
flourishing
picturesque
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LESSON 1 VERBAL
1
TRANSITION WORDS
I really like you, and _______________________________________________.
Contrasts Agrees
although thus
though therefore
despite not only . . . but also
however insofar
nonetheless because
nevertheless and
instead ;
rather :
whereas since
while consequently
but
yet
TIME TRANSITIONS
She used to be poor; now she’s _______________________________________.
His early work was boring, so it’s refreshing to see that his latest piece is _______
_______________________________________________________________.
1
Question 5
SCRATCH PAPER
Some pundits postulate that the end of the
Cold War _________ one of the major political
parties; many voters had previously viewed that
party as vital because of its role in the fight against
Communism.
fragmented
bolstered
encouraged
engendered
debilitated
blunted
Question 6
retiring
blunt
reserved
affected
cocky
melodramatic
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LESSON 1 VERBAL
fixed
infinite
inexhaustible
realistic
limited
essential
Question 2 of 5
cynical
unwavering
petty
recent
steadfast
capricious
1
Question 3 of 5
SCRATCH PAPER
Young adults are becoming _________ workers,
unlike their parents who remained at one employer
for life.
stingy
cunning
itinerant
famous
peripatetic
unmanageable
Question 4 of 5
dogged
crafty
unstinting
disgruntled
jaded
benevolent
Question 5 of 5
taciturn
laconic
solicitous
impertinent
loquacious
blithe
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LESSON 1 VERBAL
pervasive
controversial
irrelevant
deliberate
imminent
Question 2
cultivated
decimated
assuaged
pollinated
disseminated
Question 3
connoisseur
critic
ally
regent
judge
1
Question 4 SCRATCH PAPER
Despite _______ cynicism about the
commercialization of holidays such as Christmas
and Easter, few can resist getting caught up in the
spirit of the season.
pervasive
naïve
disingenuous
commendable
festive
Question 5
immodest
prescient
clairvoyant
myopic
keen
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LESSON 1 VERBAL
sprawling
impoverished
resilient
provincial
ambitious
Question 2 of 3
ephemeral
perennial
nascent
hackneyed
intermittent
Question 3 of 3
bounty
succor
overabundance
paucity
rubric
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Lesson 2 Math
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MANUAL FOR THE GRE
Quantity A Quantity B
12 11
4 −4
48
643
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
MADSPM
Rewrite using common bases.
Look for ways to factor.
Question 2
3 −1
x = x
x2 = (–x)2
x–2 < x2
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LESSON 2 MATH
SCRATCH PAPER
2
2 Question 3
mx
=1
my
x= 0
x = –2
x= 3
y= 1
y = –2
y = –3
Question 4
a+b=
Question 5
x5 + x3
=
x 4 + x2
–4x2
–x2
2x
x
x2
Question 6
12 3 3
If = , then what is the value of x ?
20 x 5
5
10
25
36
100
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LESSON 2 MATH
SCRATCH PAPER
2
Question 1 of 3
3
6
9
12
15
Question 2 of 3
3 2x + 2 y
Which of the following is equal to 2x 2y
for all
integers x and y ? 3
81−x
81−y
1
81x
81y
Question 3 of 3
Quantity A Quantity B
3 3 3
128 250 2
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
50 |
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LESSON 2 MATH
SCRATCH PAPER
2
1
Sarah pays of her monthly income for food,
8
1 1 4
for utilities, for student loans, and of the
8 8 5
remainder for rent. At the end of each month, if
1
Sarah puts of her remaining income into a CD
2
account, what portion of Sarah’s monthly income
1 1 7 1 1
8 10 80 16 20
TRIGGER
Trigger: _______________________________________________________________
Question 2
10%
14%
15%
30%
40%
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LESSON 2 MATH
SCRATCH PAPER
2
RESPONSE
Plug In for the unknown value or amount.
$10
$20
$30
$45
$65
TRIGGER
Trigger: _______________________________________________________________
Question 2
$800
$960
$3,840
$4,000
$4,250
54 |
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LESSON 2 MATH
SCRATCH PAPER
2
RESPONSE
2. List the answer choices on your scratch paper.
3. Label the answer choices.
4. Plug In (C).
5. Work the problem in bite-sized pieces, making a new column for each new step.
6. Use POE.
2 Question 3
24
36
45
54
60
Question 4
Quantity A Quantity B
The number of juniors in 11
the band
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
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LESSON 2 MATH
SCRATCH PAPER
2
2 PLUGGING IN DRILL
Question 1 of 6
Quantity A Quantity B
The number of juniors The number of seniors
on the team on the team
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
Question 2 of 6
x3
1
−
x
1
x
1+x
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LESSON 2 MATH
SCRATCH PAPER
2
2 Question 3 of 6
1
If ( 3 2 x )
= 3 n , where n and x are integers, what is
9
the value of n in terms of x ?
2x
2x + 2
2x − 2
2x − 3
2x − 9
Question 4 of 6
2
3
8
9
1
5
3
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LESSON 2 MATH
SCRATCH PAPER
2
2 Question 5 of 6
1
10
3
25
1
5
6
25
1
4
Question 6 of 6
z–y−x
z+y−x
2z + y – x
2z – y + x
2z – y − x
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LESSON 2 MATH
SCRATCH PAPER
2
2 SUMMARY
The phrases “how much,” “how many,” 1. List the answers on your scratch paper.
RESPONSE
“what is the value of” 2. Label the answer choices.
TRIGGER
or 3. Plug In (C).
An urge to write your own algebraic 4. Work the steps of the problem.
equation 5. Use POE.
RESPONSE
TRIGGER
MADSPM
Rewrite using common bases.
Look for ways to factor.
a b= a b
a a
b
= b
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Lesson 2
Verbal
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MANUAL FOR THE GRE
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LESSON 2 VERBAL
Claim: __________________________________________________________ 2
_______________________________________________________________
Evidence: ________________________________________________________
_______________________________________________________________
Claim: __________________________________________________________
_______________________________________________________________
Evidence: ________________________________________________________
_______________________________________________________________
Claim: __________________________________________________________
_______________________________________________________________
Evidence: ________________________________________________________
_______________________________________________________________
Claim: __________________________________________________________
_______________________________________________________________
Evidence: ________________________________________________________
_______________________________________________________________
2 COMMON PATTERNS
Contrary to popular belief, high school
students overwhelmingly approve of the high
school administrative staff. We know this to
be true because the student council expressed
admiration for the high school principal and
her staff in the council’s editorial for the school
paper.
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LESSON 2 VERBAL
Pattern: _________________________________________________________
2
Assumption(s): ____________________________________________________
How to strengthen: ________________________________________________
_______________________________________________________________
How to weaken: __________________________________________________
_______________________________________________________________
Pattern: _________________________________________________________
Assumption(s): ____________________________________________________
How to strengthen: ________________________________________________
_______________________________________________________________
How to weaken: __________________________________________________
_______________________________________________________________
Pattern: _________________________________________________________
Assumption(s): ____________________________________________________
How to strengthen: ________________________________________________
_______________________________________________________________
How to weaken: __________________________________________________
_______________________________________________________________
Pattern: _________________________________________________________
Assumption(s): ____________________________________________________
How to strengthen: ________________________________________________
_______________________________________________________________
How to weaken: __________________________________________________
_______________________________________________________________
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LESSON 2 VERBAL
SCRATCH PAPER
2
2 ASSUMPTION QUESTIONS
Question 1
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LESSON 2 VERBAL
SCRATCH PAPER
2
2 WEAKEN QUESTIONS
Question 1
SCRATCH PAPER
2
2 STRENGTHEN QUESTIONS
Question 1
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Flights offered by Beta Airline’s competitors on these
76 | © TPR Education IP Holdings, LLC. same routes also have higher numbers of passengers
than the competitors’ flights on other routes.
LESSON 2 VERBAL
SCRATCH PAPER
2
2 INFERENCE QUESTIONS
Question 1
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LESSON 2 VERBAL
SCRATCH PAPER
2
2 ARGUMENTS DRILL
Question 1 of 5 Question 3 of 5
If Intercontinental Airlines wants to attract more If tourists continue to visit Bridges National Park
customers, it should offer a gift to each passenger. at the current rate, the fragile desert environment
Computer Resources has been setting new sales that the park seeks to protect will be irreparably
records by including complimentary software with harmed. The park’s Director has put forth a proposal
every purchase of its latest computer model. to charge visitors to the park a fee based on the
number of hours spent in the park. This fee will
The argument depends upon which of the following induce tourists to limit their time in the park and
assumptions? thus protect the fragile desert environment.
Airline travelers are more likely than train Which of the following, if true, most seriously
travelers to be motivated by gifts. weakens the argument?
Airline travelers rarely consider an airline’s
safety record when making travel plans. Tourists will limit the amount of time that
Airline ticket buyers, like computer buyers, they spend in the park by hiking only the
make decisions based on complimentary shorter trails in the park.
offers. Most tourists will easily be able to pay the
Computer purchasers are more fee even if they do not reduce the number
discriminating than are airplane ticket of hours that they spend in the park.
purchasers. The fee will induce tourists to enter the
Computer purchasers, in general, have park early in the morning before the fee
discretionary income comparable to that of collection station has opened and leave
airplane ticket purchasers. only after the fee collection station has
closed for the night.
Protecting the fragile desert environment is
Question 2 of 5 an important issue for most visitors to the
A recent study revealed that participants who park.
overate also produced high concentrations of the Tourists who do not wish to pay the fee
hormone ghrelin, while patients who did not overeat can visit nearby Chasmlands National Park.
had normal or low concentrations of this hormone.
Clearly, ghrelin is at least partly responsible for
overeating.
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LESSON 2 VERBAL
SCRATCH PAPER
2
Question 4 of 5 Question 5 of 5
2
Excessive government regulation, not the current A combination of anxiety and external pressure
high price of oil, is responsible for the poor industrial leads to nausea. All the auditioners for the new
production in Country A since its new government reality show Wanna Be’s suffer from external
came to power. Country B pays the same price for pressure. Some of the auditioners feel anxiety about
oil, but while industrial output in Country A has been performing well for the producers but others do not
falling, it has been rising in Country B. feel anxious. The producers of Wanna Be’s select
only those contestants who feel anxiety.
Which of the following, if true, would cast the most
doubt on the argument? If the statements in the passage are true, then which
of the following can be concluded?
Agricultural production is also declining in
Country A. The auditions for Wanna Be’s cause more
Whereas Country B must import most performers to feel external pressure than
minerals, Country A exports minerals. do auditions for other shows.
In both countries A and B, there has been Most of the people who audition become
little credit available through the credit contestants on Wanna Be’s.
markets. There is more nausea among auditioners
The industrial goods produced in Country A for Wanna Be’s than among producers of
are different from those that are produced Wanna Be’s.
in Country B. No auditioner who doesn’t feel anxiety has
Country A’s new government increased nausea.
regulation of its industry to promote a All of the auditioners for Wanna Be’s who
cleaner environment. become contestants have nausea.
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2
SUMMARY
Arguments Basic Approach
• Main Conclusion
• Assumption
• Weaken
• Strengthen
• Inference
• ID the Reasoning
• Resolve/Explain
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Question 2
8%
12%
20%
24%
1
33 %
3
Question 3
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10
15
20
30
45
Question 2
cashews
TRIGGER
Trigger: _______________________________________________________________
Question 3
The ratio of a to b is 3 to 4.
Quantity A Quantity B
a+1 4
b + 1 5
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
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RESPONSE
Draw a ratio box on your scratch paper.
$25,000
$27,000
$27,500
$28,000
$30,000
TRIGGER
Trigger: _______________________________________________________________
Question 2
52
58
64
70
78
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RESPONSE
Total
÷ ÷
# of
things
× Average
Question 3
Hours Spent Text Messaging
3 Hours per teenager Number of teenagers
6 1
8 2
10 3
12 3
14 4
9
10
11
12
13
Question 4
List A: 5, 5, 4, 4, 1, 6, 3, x, y
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$45.00
$55.00
$58.33
$60.00
$61.00
$65.00
$68.00
Question 2 of 3
Quantity A Quantity B
The sum of the 5 integers 5 times the median of the 5
in set X integers in set X
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
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Question 3 of 3
gigbytes
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RATES
3 Question 1
11:30 a.m.
1:00 p.m.
1:30 p.m.
2:30 p.m.
3:40 p.m.
TRIGGER
Trigger: _______________________________________________________________
Question 2
Quantity A Quantity B
The number of hours The number of hours
required for both required for Machine B
x
machines working to produce donuts
x 3
together to produce
2
donuts
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
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RESPONSE
Work/Distance
÷ ÷
Time × Rate
DRILL
3
Question 1 of 10
1
12
1
42
Question 2 of 10
300
240
168
48
24
Question 3 of 10
$144
$240
$288
$360
$600
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Question 4 of 10
Quantity A Quantity B
The number of The number of
members in club K members in club Q
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
Question 5 of 10
30
40
45
50
60
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Question 6 of 10
Depth of Smith Pond
3
May
June
July
August
September
October
The chart above shows the average depth of Smith Pond
for each of the months from May through October. If
each unit on the vertical axis represents one inch and the
average depth of the pond decreased by 20 percent from
July to August, what was the average depth of the pond
in August?
5 inches
20 inches
25 inches
30 inches
40 inches
Question 7 of 10
Quantity A Quantity B
The actual average number 9.85
of successful putts per
golfer
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
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Question 8 of 10
x+y
z (x + y)
z
x+y
xz
x+y
yz
x+y
Question 9 of 10
x+ z
2
x+ z
3
2z − x
z x
−
3 2
3z − 2x
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Question 10 of 10
Average Annual
3 Earthquake Fault
Zones
Frequency of Earthquakes
1986-1993
Zone One x
Zone Two 8.7
Zone Three 5.3
Zone Four 5.7
Zone Five y
1.7
5.3
5.5
7.0
8.0
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SUMMARY
3
RESPONSE
TRIGGER
RESPONSE
Total
TRIGGER
“…average…” ÷ ÷
# of
things
× Average
RESPONSE
Work/Distance
TRIGGER
“…speed…”
÷ ÷
“…rate…”
Time × Rate
Percent change
difference
Percent change = original × 100
Median
The middle number after putting the numbers in the list in
numerical order.
Mode
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Verbal
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MANUAL FOR THE GRE
Question 1
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Question 1
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PRACTICE
3 Strikes by industrial workers became increasingly Question 2
common during the 1880s, a time when the
American labor movement was in its infancy. It can be inferred that the author of the passage
Line Despite the widespread admiration of the mentions “rising inequality” in the third sentence
5 famous titans of industry, such as Carnegie and primarily to suggest that
Rockefeller, the public had begun to sympathize
with the strikers. Anybody who wished to labor leaders were more in touch with
reconcile the two sides found themselves in the essential issues of the day than were
unenviable position of defending the positions Carnegie and Rockefeller
10 taken by the powerful capitalists, including Carnegie and Rockefeller were hopelessly
explaining rising inequality. out of touch with the common man
In contrast to the course of public opinion, the Carnegie and Rockefeller may have
Haymarket Riot in Chicago provided opponents of discovered that a hardline stance was
labor strikes with powerful evidence that bending the only way to combat those who would
15 to the will of the people would result in violence. potentially disrupt their businesses
At a peaceful rally organized by German immigrant the national discrepancy in income was
labor leaders on May 6, 1886 in Haymarket Square, difficult for anyone to justify
an event intended to protest the killing of several strikers were more likely to press for higher
strikers the day before at the McCormick Reaper wages when there was evidence of their
20 Works, an individual threw a bomb, causing seven exploitation
police officers to be slain in the ensuing mayhem.
While the bomber was never identified, eight
anarchist strikers were convicted of the crime, and Question 3
many historians point to this event as the catalyst
25 that set off a wave of xenophobia and set back It can be inferred that the author of the passage
labor for a generation. Although evidence of these would most likely agree with which of the following
negative effects can clearly be identified in the claims about the organizers of the Haymarket
historical record, a growing group of historians protest?
have correctly pointed to the popular identification
30 of the executed defendants as martyrs as the They were justified in organizing the
spark which, rather than slowing the labor protest, given that several strikers had
movement, actually carried it forward into the next already been killed the previous day.
century. They were mistaken in their belief that,
given the events of the day before, the
protest would proceed peacefully.
Question 1 They could have taken extra steps to
ensure the safety of everyone present,
The passage is primarily concerned with discussing
including police officers.
which of the following?
They subtly implied, through the decision
The relative merits of two points of view to hold the rally so soon after the deaths of
regarding a controversy the strikers, that the use of violence would
The proper interpretation of an event in the not be discouraged.
history of workers’ rights They held a rally because they expected
The misunderstandings that led to the end that it would lead to positive results for
of a historical trend in the 1880s their movement.
The role of protests in reconciling the
differences between capitalists and
workers in the 1880s
The difficulty that immigrants experienced
in organizing the labor movement in the
1880s
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SUMMARY
Reading Basic Approach for Main Idea & Primary Purpose
Questions
• Main Idea
• Structure
• Author’s side
• Subject
• Task
• Recycled language
• Extreme language
• No such comparison
• Reversals
• Outside knowledge
• Emotional appeals
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Lesson 4
Math
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MANUAL FOR THE GRE
BASIC APPROACH
Question 1
4 B
A C
D
2
2 2
4 2
6
10
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x° y°
y=
Question 2
B E
C
x°
A D
30
45
50
60
75
Question 3
k
x° y°
140° 110° m
40
70
110
150
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250
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Question 2
10
6+y
x°
8−y
Quantity A Quantity B
90 x
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
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Question 3
B
105°
4
30°
A C
18
18 3
36
18 + 18 3
36 + 36 3
Question 4
20
24
27
33
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4 1
The radius of circle A is r and the radius of circle B
2
1
is r. What is the ratio of the area of circle A to the
6
area of circle B ?
1 to 36
1 to 9
1 to 3
3 to 1
9 to 1
Question 2
A
B
6π
12π
24π
36π
48π
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Question 3
T
4 S
Quantity A Quantity B
The length of line 12
segment SU
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
Question 4
(–5, –1)
(–3, –5)
(–3, 4)
(4, 3)
(4, 5)
(5, 2)
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4 q°
p°
r°
n°
180
240
300
420
It cannot be determined from the information given.
Question 2
Quantity A Quantity B
25 The area of T
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
Question 3
32
60
240
480
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960
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Question 4
Question 5
B E C
A D
3
2
2
8
3
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4 Quantity A Quantity B
The length of a side of The length of a side of
a regular hexagon with a regular octagon with
a perimeter of 19.5 a perimeter of 26
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
Question 2
x°
x°
y°
x°
x°
Quantity A Quantity B
x 108
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
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4
8
16p
64p
256p
Question 2
40.4%
50.4%
60.0%
71.6%
95.0%
Question 3
Quantity A Quantity B
The greatest distance 10 2
between any two vertices
of rectangular solid C
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
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GEOMETRY PLUGGING IN
Question 1
π x2
2
π x2
4
π x2
8
πx
2
πx
4
Question 2
Quantity A Quantity B
The area of a square The area of a rectangular
region with perimeter region with perimeter 20
20
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
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OVERLAPPING FIGURES
Question 1
4
B C
A D
10π
20π
25π
64π
100π
Question 2
B C
A D
AD || BC
Quantity A Quantity B
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
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W Z
4-π
8 - 2π
16 - 4π
4 + 2π
8+π
Question 2
G
10
F
10
8
E 6 H
24 + 25 3
24 + 50 3
48 + 50 3
72
It cannot be determined from the
information given.
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GEOMETRY DRILL
Question 1 of 10
4
Q
x° 55°
P R
PR = QR
Quantity A Quantity B
120 x
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
Question 2 of 10
137
275
284
375
485
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Question 3 of 10
25
30
35
40
45
50
55
60
Question 4 of 10
A C
B
1 to 3
1 to 2
1 to 1
2 to 1
3 to 1
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Question 5 of 10
S T
4 8
40°
R 10 U
RSTU is a parallelogram.
Quantity A Quantity B
80 The area of RSTU
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
Question 6 of 10
6
5
11 2
10
22
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Question 7 of 10
C
4 B D
A E
12 3
16 3
24 3
64
Question 8 of 10
G
H
K
I J
Quantity A Quantity B
The area of rectangle HGKJ 39
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
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Question 9 of 10
N M
x l1
4
40
65 l2
60
75
105
115
140
Question 10 of 10
B
x
A C
30
40
45
60
90
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SUMMARY
Lines and Angles
Triangles
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Circles
Quadrilaterals
Polygons
Solid Geometry
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Question 1
crib
rocker
pedigree
birthplace
summit
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SCRATCH PAPER
Question 1 Down to 2?
According to the passage, which of the following is
a potential obstacle to the acceptance of the theory 1. Ask “Which answer uses more
that volcanic eruptions caused the extinctions during words or phrases from the passage?”
the Permian period? Eliminate that answer and choose the
other!
There was a large scale die-off of sea- 2. Ask “Which answer uses the stronger
dwelling species before the Permian period
language or makes the stronger
drew to a close.
claim?” Eliminate that answer and
Many plant species experienced cycles of choose the other!
near extinction and recovery.
3. Ask “Which answer makes a
Increased CO2 levels led to global comparison?” Eliminate that answer
increases in temperature.
and choose the other!
The hydrogen sulfide theory can be tested
by examining the fossil record.
Still struggling? Just mark it, move on, and
Earth experienced a series of meteor come back to it after two questions.
strikes that destroyed plant life.
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PRACTICE
In the early twentieth century, the idea that the Question 2
architecture of private residences should consist
of a series of divided rooms and natural darkness Which of the following can be inferred from the
4 Line was replaced by the notion that a private home passage about the Prairie School?
5 could consist of a more relaxed floor plan and be
It was founded by Frank Lloyd Wright.
flooded with natural light. One important figure
It was an outgrowth of the English Arts and
to emerge during this period, though he trained
Crafts movement.
as an engineer rather than as an architect, was
Frank Lloyd Wright (1867-1959). It describes a more or less unified design
aesthetic that a group of architects
10 His designs, which are now viewed as part of followed at the time.
the Prairie School of architecture, were inspired It was the first original American movement
by long walks that he took as a boy in the of architectural design.
Wisconsin countryside and reflect an intense
It was largely a regional movement with
interest in organic integration of place with
little effect outside of the Upper Midwest.
15 structure. His Robie House, in particular, was
cited as an influence in Europe; it also shared
many qualities with the designs of John Ruskin Question 3
and with the English Arts and Crafts movement
of that period, including an aversion to mass The passage suggests that Wright would most likely
20 production and the embrace of handcrafting. have strongly objected to which of the following?
Due to Wright’s innovations, the neoclassical
A modern design that failed to follow the
Greek Revival that had so stultified American
principles of simplicity.
architecture during the nineteenth century was
A sheet of particleboard that had been
at last stopped in its tracks. Ironically, Wright’s
customized to customer specifications.
25 influence was itself dampened by the arrival
A pair of hotels constructed in the form of
of the International Style, and his final massive
a swan and a dolphin.
project, the Solomon B. Guggenheim Museum
in New York City, is today regarded as Wright’s A second home at the beach that had
take on modernism’s rigid preoccupation with originally been designed for a city.
30 geometry. A casino that featured an open floor plan
but was shrouded in darkness.
Question 1
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The criticism of electronic books, or ebooks, by For the following question, consider each of the
literary scholars reveals as much about their choices separately and select all that apply.
confusion as it does about their elitism. In recent
Line years, many screeds have been penned by such
5 well-known professional authors as Ursula K. Question 2
4 LeGuin promoting the pleasures of the literary
Which of the following statements about “cheap
experience in printed form—the tactile feel of the
thrills” is supported by the passage?
paper book, the smell of its binding, and the ease
of reading a printed book while in the bathtub—
Readers of genre fiction have a difficult
10 while simultaneously decrying the arrival of
time understanding the subtleties of
cheap, limitless digital stories, many of which are
literary fiction because they lack the
genre tales of romance, adventure, and mystery.
necessary sophistication.
Many of these same critics have on occasion
shown their true bias—that reading remain a Genre stories such as romance, adventure,
15 pastime of those sufficiently sophisticated to and mystery are likely to contain more so-
linger over a felicitous turn of phrase, and that called cheap thrills than do other types of
published works avoid pandering to the masses books.
eager for nothing more than cheap thrills. In addition to providing intellectual
stimulation, books may also provide
visceral entertainment.
Question 1
Question 3
The author of the passage cites LeGuin most likely in
order to In the context in which it appears, “pandering”
(highlighted) most nearly means
suggest that criticisms of ebooks leveled
by women are more likely to be taken disappointing
seriously than those leveled by men catering
offer an explanation for the fact that not all challenging
critics can command the same amount of joining
attention with their essays lowering
demonstrate that the group of people
opposed to electronic books includes but
is not limited to literary scholars
suggest that employing a strictly utilitarian
approach to reading may be unproductive
provide support for the theory that a
certain level of literary fame causes undue
reverence for traditional publishing
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SUMMARY
Reading Basic Approach for Retrieval, Inference & Specific
Purpose Questions
• Main Idea
• Structure
• Author’s side
• Subject
• Task
• Recycled language
• Extreme language
• No such comparison
• Reversals
• Outside knowledge
• Emotional appeals
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Lesson 5
Math
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MANUAL FOR THE GRE
THE CHART
Questions 1 to 3 are based on the following data.
5
CARS SOLD BY DEALER X, 2009-2013
Number of Cars Sold Mean and Median Prices of Cars Sold
$60,000 Mean
Year Number (arithmetic
$50,000 mean)
2009 650
$40,000 Median
2010 461
$30,000
2011 595
$20,000
2012 320
$10,000
2013 610
$0
2009 2010 2011 2012 2013
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LESSON 5 MATH
Question 1
$30,200
$34,800
5
$48,500
$51,500
$54,800
Question 2
Question 3
The county government where Dealer X is located
collected a tax equal to 4% of the price of each car
sold in the county in 2013. Approximately how much
did the county collect in taxes from all cars sold at
Dealer X in 2013 ?
$576,000
$976,000
$1,342,000
$9,760,000
$13,420,000
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Question 4
44
41
37
24
13
Question 5
D
E
F
G
H
Question 6
25%
33%
45%
75%
90%
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CHARTS DRILL
Questions 1 to 3 are based on the following data.
Community Services
Public Transit 44%
14%
Urban Planning
and Development
1%
Corporate Services
Other 4%
12%
Culture and Tourism
6%
Public Works Police
11% 8%
1997 1998
Children’s Services $211,000,000 $228,000,000
Retirement Homes $181,000,000 $176,000,000
Hostels $48,000,000 $62,000,000
Housing $264,000,000 $624,000,000
Libraries $121,000,000 $117,000,000
Public Health $89,000,000 $96,000,000
Social Development $9,000,000 $8,000,000
Social Services $906,000,000 $1,153,000,000
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Question 1
Children’s Services
5
Hostels
Public Health
Social Development
Social Services
Question 2
The amount by which City T’s Community Service
expenditures in 1998 exceeded Public Works
expenditures in 1998 was what percent of the
expenditures for Public Works in 1998 ?
Question 3
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5
1999
6 5.7
5.4
Percent 5.2
5 4.9
4.7
4.4 4.4
4.1
4
3.7
3.6
Northeast
Midwest
South
West
Pacific
Question 5
million
Question 6
Northeast
Midwest
South
West
Pacific
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Question 1
Quantity A Quantity B
The range of the months
of experience of the
24 months
30 least experienced
employees of Company T
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
Question 2
Quantity A Quantity B
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
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Question 3
35th
40th
45th
50th
55th
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Question 1 of 3
13.0
13.1
13.2
13.3
13.4
Question 2 of 3
2
y = − x − 10
3
2
y = − 3 x + 10
2
y = x
3
y = 3x + 30
y = 6x + 2
Question 3 of 3
8, 9, 10, 38
2, 3, 5, 7, 11, 32
0, 1, 3, 7, 9, 15
−6, −2, −1, 1, 24
−20, −2, 0, 2, 20
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COMPREHENSIVE DRILL
Question 1 of 10
Quantity A Quantity B
512 – 510 (23)510
5 Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
Question 2 of 10
x>0
Quantity A Quantity B
2
1 1
2+
x
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
Question 3 of 10
15
10
7.5
5
2.5
Question 4 of 10
1
In a mixture of alcohol and water there is more
5
alcohol than water. What is the ratio of alcohol to
5:1
4:1
12 : 5
6:5
5:6
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Question 5 of 10
Question 6 of 10
M
O N
π
4
π
2
π
2π
4π
Question 7 of 10
B C
50°
F
E
D G
A
40°
50°
60°
65°
80°
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Question 8 of 10
1,272y
5 x
1,272y
y+
x
1,272x
y+ y
1,272 x
x+ y
x 2 + 1,272 x
y
Question 9 of 10
Question 10 of 10
5 2
2
5
5 2
10
10 2
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SUMMARY
Charts
3) Check units.
3) Approximate or calculate
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The reviewer gave the new bistro a (i)________
review, claiming that while the food was innovative
and well executed, the service and decor were
(ii)________.
Question 2
Question 3
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euphemism
speculation
disregard
conjecture
contingency
rhetoric
Question 2
disregard
stature
disdain
credibility
gratitude
aloofness
Question 3
vilification
apathy
reputability
vacillation
credibility
instability
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disdain 5
endeavor
aspire
loathe
purport
avow
Question 5
belies
chronicles
buttresses
repudiates
reinforces
transcribes
Question 6
disclosing
debunking
embellishing
distorting
squandering
exacerbating
debilitation
orthodoxy
despondency
desperation
invigoration
Question 2
abrogated
stratified
preempted
inundated
predisposed
Question 3
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Question 5
Question 6
Question 2
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precludes
forestalls
engenders
obviates
induces
negates
Question 2 of 10
sequestration from
adjacency to
contiguity with
association with
derivation from
isolation from
Question 3 of 10
Appeased
Vexed
Disquieted
Exonerated
Insinuated
Mollified
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perturbation 5
consensus
assignation
precedence
accord
dissension
Question 5 of 10
extolling
lauding
admonishing
advocating
endorsing
castigating
Question 6 of 10
pedant
maverick
sycophant
pundit
redactor
savant
Question 8 of 10
proliferate
dominate
abate
insinuate
eradicate
ravage
Question 9 of 10
mirrored
supplanted
distinguished
displaced
reflected
memorialized
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prevail 5
founder
unite
triumph
orchestrate
falter
artist
lackey
virtuoso
layperson
critic
Question 2 of 10
avarice
erudition
hypocrisy
forthrightness
rectitude
Question 3 of 10
iconoclast
patriarch
conformist
aesthete
curmudgeon
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Question 5 of 10
Question 6 of 10
Question 8 of 10
Question 9 of 10
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PROBABILITY
Question 1
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Question 2
Question 3
1
16
1
8
1
4
1
2
3
4
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Question 4
6
2
5
1
6
3
25
8
125
1
30
Question 5
1
3,825
1
64
3
52
3
13
3
4
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Question 6
1
The probability of rain on each of five days is ,
2 6
except on the first day, when it is and on the last
4 5
day when it is . What is the probability that rain
5
will occur on at least one of the five days?
6 1
675
5
72
5
27
22
27
67
72
Question 7
0.04 0.05
0.18 0.27 0.24 0.22
0 1 2 3 4 5 6
Y
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PROBABILITY DRILL
Question 1 of 3
Question 2 of 3
Quantity A Quantity B
The probability that
2
at least two of the
3 people roll the same
number
Question 3 of 3
1
5
1
4
2
5
1
2
3
4
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QUADRATICS
Question 1
x2 + x – 20 = 0
Quantity A Quantity B
x 3
Quantity A is greater.
6 Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
Question 2
x2 + kx + 12 = 0
–13
–7
–1
0
1
7
13
Question 3
x2 + 15x + 56 = 0
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Question 4
–6
6 _1
6
_1
3
Question 5
1
x=y+
2
Quantity A Quantity B
x2 – 2xy + y2 x−y
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
Question 6
a2 + b2 = 16
(a + b)2 = 30
ab =
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QUADRATICS DRILL
Question 1 of 3
Question 2 of 3
–3
–1
3
6
18
Question 3 of 3
7+2 5 −1 5 +1 7−2 =
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FUNCTIONS
Question 1
Quantity A Quantity B
5 6 65
6
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
Question 2
3
4
5
6
7
Question 3
x2 +1 if x is an integer
f ( x) = 1
if x is not an integer
x
1
4
0
1
2
2
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Question 1
0
6 1
3
7
9
Question 2
48, 20, 6, −1
b–a=
Question 3
a ,a ,a ,…, an ,…
1 2 3
In the sequence shown above, each term after the
first is equal to the preceding term plus the constant
k. If the average (arithmetic mean) of a2, a3, and a4 is
10, what is the average of a1 and a5 ?
2
4
6
10
30
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Quantity A Quantity B
3
3 ∇ 4
4
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
Question 2 of 3
x +14
The function f is defined by f = 5 x 2 2x +10
4
for all numbers x. What is the value of f(5) ?
6
20
119
125
178
Question 3 of 3
1
272
1
6
7
16
1
2
15
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LESSON 6 MATH
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COMPREHENSIVE DRILL
Question 1 of 10
0≤ g ≤5
0≤ h ≤1
–1
0
1
2
3
4
5
Question 2 of 10
1
12
1
6
1
2
2
3
3
4
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Question 3 of 10
j
– 11
3
6
j
–5
3
3j + 5
3j + 11
j+7
Question 4 of 10
Quantity A Quantity B
1 m
4 n
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
Question 5 of 10
3%
20%
30%
200%
300%
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Question 6 of 10
1
14
6
1
7
3
14
3
7
6
7
Question 7 of 10
x2 ≥ 36 and y2 ≤ 9
Quantity A Quantity B
x
–2
y
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
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Question 8 of 10
6 degrees
Question 9 of 10
2d + e + 2f = 0
3d – e – 5f = 0
3
−
2
5
−
3
2
−
3
3
5
5
3
Question 10 of 10
1
For all numbers , where n > 0, which of the
n
following operations carried out on both the
equivalent number?
Multiplying by n
Dividing by 9
Subtracting 3
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SUMMARY
Working with Probability
want
0 ≤ ≤ 1
total
Write out the sequence of events and find the
probability of each event.
• Remember A.M.
Add Multiply
x 2 + bx +c = 0
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COMPLEX QUESTIONS
So remarkable and definite are the similarities .
among the Indo-European, or Aryan, languages
that linguists are convinced they all derived from
an earlier language spoken by some community in
5 the prehistoric past. While it is known that Latin
began as a rustic dialect in the province of Latium,
no one knows where Proto-Aryan was first spoken.
6 Some speculate that Proto-Aryan was first used
in Southern Russia, while still others point to the
10 Iranian plateau as a more likely potential cradle.
Though some philologists believe that the Old
Indic and Persian of the Avesta contain the most
archaic features of Aryan found to date, this does
not necessarily fix the habitat of these early Aryan-
15 speaking peoples closer to Asia than to Europe.
Consider Icelandic. Though this language has
strayed far from its birthplace, it preserves many
of the characteristics discarded by those who
remained behind.
Question 1
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PRACTICE
Although the ancients had more or less a Question 2
solid understanding of Aristophanes’ political
leanings since they were his contemporaries, we The information in the passage suggests that which
Line moderns have only his extant plays and what of the following would have been an important
5 little reliable biographical information about the factor to an ancient rhetorician who selected one of
comic playwright ancient rhetoricians preserved Aristophanes’ plays from which to teach?
to make any sort of conclusion. The plays that
The play contains political jokes, which
6 have survived to the modern day were selected
mock opponents of conservatives in
by the ancients because they were considered
10 Aristophanes’ best; when selecting examples Athenian politics.
from which to teach, ancient rhetoricians sifted The play’s dialogue was considered by the
through his plays to find the most persuasive ancients to be relatively weak.
dialogue. However, these rhetoricians also had The play advocates egalitarianism in its
their own personal biases, and these biases plot.
15 affected their appreciation of the plays, so the The play was immensely popular among its
impression we get about Aristophanes from his contemporary viewers.
plays is that he is a staunch conservative and
aristocrat, but this might simply be because his
The play is more about characters’
persuasive dialogue than about political
audience was aristocratic and conservative—after
views.
20 all, comedies are written to entertain. Therefore,
I believe that modern scholars cannot identify
what Aristophanes’ political leanings actually Question 3
were.
Which of the following, if true, would most seriously
weaken the argument made in the passage about
Question 1 whether moderns can deduce Aristophanes’ political
affiliations?
The author of this passage is primarily focused on
discussing
A survey of all of Aristophanes’ plays
indicates an overwhelming presence of
the reasons ancient rhetoricians selected
conservative political comments.
certain of Aristophanes’ plays
Aristophanes’ aristocratic leanings Certain scholars have identified which of
Aristophanes’ plays are no longer extant.
the educational merits of Aristophanes’
plays
Lists of Aristophanes’ political actions are
available in the archaeological record.
the difficulty of identifying a political
viewpoint for Aristophanes
Modern scholars have translated ancient
pedagogical texts that indicate the reasons
the prevalence of political bias in comedy ancient rhetoricians taught from certain
writing in ancient times when compared to plays of Aristophanes.
comedy writing in the modern day
Modern scholars have found Aristophanes’
political humor to be written chiefly to
entertain his audiences.
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What makes a captive dolphin so difficult to For the following question, consider each of the
reintegrate into the wild? From the 1980s to the choices separately and select all that apply.
1990s, researchers focused on several aspects
Line of its physiology, including the native intelligence
5 of the animal; it has a brain that is notably large Question 2
and complex for its body size, which makes
It can be inferred from the passage that Davenport
its behavior less predictable than that of other
and earlier researchers would agree with which of
species. Other factors believed to have major
the following statements about dolphins?
effects upon this task included the dolphin’s age—
10 all living creatures change their behavior patterns
6 as they get older—and its genetics. However, new
Genetics predominates over other factors
in determining a dolphin’s success in
research has unearthed different obstacles in
reintegrating in the wild.
achieving this goal. James Davenport, a marine
mammal expert from Seattle, discovered through Trainers standing at the surface of a pool
15 close observation that wild dolphins spend eighty can ease a dolphin’s reentry into the
percent of their time underwater, while captive oceans.
dolphins spend eighty percent of their time at Dolphins are adaptable creatures whose
the surface. By engaging the dolphins below the behavior can be changed.
surface and eliminating the practice of trainers
20 standing at the surface of the pool, he was able
to facilitate the reintroduction of captive dolphins For the following question, consider each of the
into the oceans. choices separately and select all that apply.
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SUMMARY
Reading Basic Approach for Complex Questions
• Main Idea
• Structure
• Author’s side
• Subject
• Task
• Recycled language
• Extreme language
• Out of scope
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Math
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MANUAL FOR THE GRE
COORDINATE GEOMETRY
Question 1
y
Q (4, 5)
P (1, 1)
7 x
4 3
5 2
Question 2
miles
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Question 3
y
A B
G D C x
F E
9
9 2
10 3
20 2
41
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SLOPE
Question 1
Question 2
–4
–2
1
−
2
1
2
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EQUATION OF A LINE
Question 1
⎛ 2 2⎞
⎜ , ⎟
⎝ 3 3⎠
7 ⎛ 3⎞
⎜ 0, − ⎟
⎝ 2⎠
⎛ 3 ⎞
⎜− , 0⎟
⎝ 2 ⎠
(–2, 0)
(0, –3)
Equation of a Line
y = mx + b
If you know two points, you can find the slope.
If you know a point and the slope, you can find any other point on
the line.
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Question 2
y
•H
• x
G O
10 x
y= +2
11
Quantity A Quantity B
GO HO
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
Question 3
y
y = g(x)
1
x
1
h(x) = x + 1
h(x) = x – 1
h(x) = 2x + 1
h(x) = 3x – 3
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Question 2
Quantity A Quantity B
10 The total number of
possible arrangements
for the runners from first
place to third place
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
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Question 3
60
120
210
400
7 720
Question 4
720
480
360
240
120
Question 5
65
525
1,050
1,287
100,800
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20
60
120
7 176
216
Question 2 of 4
9
18
20
120
720
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Question 3 of 4
Question 4 of 4
Quantity A Quantity B
The number of The number of
different ways to order different ways to order
a sundae with two a sundae with five
toppings toppings
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
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NUMBER THEORY
Question 1
3
6
7 9
18
27
81
Question 2
1
2
3
4
5
Question 3
2x + 5y = z
x and y are positive integers and x is a multiple of 5.
Quantity A Quantity B
The remainder when z The remainder when z
is divided by 5 is divided by 10
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
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Question 4
7
Question 5
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Question 1 of 3
14
21
38
68
96
Question 2 of 3
15!
If is an integer, what is the greatest possible
3m
value of m ?
4
5
6
7
8
Question 3 of 3
n2 + 1 is a multiple of 3.
3n = (-3)n
2n is an integer.
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SUMMARY
Slope
Equation of a line
y = mx + b
If you know a point and the slope, you can find any
other point on the line.
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MANUAL FOR THE GRE
LONG PASSAGES
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Question 4
Question 5
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LESSON 7 VERBAL
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The vermiform appendix is an unctuous dead-end physicians who attempt to breach the domain
sac that hangs between the small and large 55 of the evolutionary biologist and engage in
intestines. Some have concluded that the phylogenetic analysis of the appendix do so with a
Line appendix is the evolutionary remains of a larger misguided and long since abandoned assumption
5 structure, the cecum, which was once used for that evolutionary “progress” accompanies
digesting food by ancestral organisms long-since evolutionary change.
extinct. Some scientists, such as Charles Darwin
in On the Origin of Species (1859), classify the
appendix as a vestigial organ. However, such a Question 1
10 classification does not enjoy universal support. In According to the author, which of the following is
fact throughout medical history, several possible true regarding the vermiform appendix?
purposes for the appendix have been offered,
7 evaluated, and refuted, including neuromuscular, It aids the body in immunization.
endocrine, and exocrine functions. A consensus Its immunizing functions are rendered
15 among medical specialists has begun to emerge, useless by modern sanitation, giving it the
speculating that the appendix serves some sort appearance of a vestigial organ.
of gastrointestinal immune function, citing the
organ’s concentrations of lymphoids and its highly
It is as large as primate ceca.
vascular structure as apparently homologous It contributes significantly to cellulose
20 features between it and primate ceca. That the fermentation.
appendix may help facilitate proper development It is a vestigial organ.
of the immune system in young mammals has
been intimated by some studies on animals,
though not conclusively proven. Question 2
25 Utilizing cladistics, a new approach to The author suggests that the reason medical
evolutionary biology, which uses genetic researchers believe that the vermiform appendix is
information in combination with a variety of other not vestigial is ultimately explained by
data to evaluate biological relationships that
emerge over the ages, Parker and his colleagues recent studies that depict the immunizing
30 found supporting evidence that further suggests function of the appendix in humans
that the appendix may confer some evolutionary incontrovertible evidence that
benefit. That the appendix has existed for at demonstrates immune function
least 80 million years and has evolved at least their correct application of cladistics
twice, once among Australian marsupials and later the fact that doctors receive no training in
35 among rats, certain other rodents, and particular evolutionary biology and are limited solely
primates is, by itself, not compelling evidence that to expertise regarding human anatomy and
the appendix must serve a function. physiology
Admittedly the appendix contains a partial ignorance on the part of medical
concentration of lymphoid tissue, but such studies researchers regarding the field of
40 as those conducted by Andersson and Buergal evolutionary biology and its precise
provide evidence that the appendix is actually taxonomy
maladaptive; this lymphoid tissue seems prone to
pathological inflammatory states. Moreover, if the Question 3
human appendix were not vestigial, it would be In the context, the “breach” mentioned on line 54
45 as large and developed as the cecum is in other most clearly refers to
primates and would contribute significantly to
cellulose fermentation. the penetration of foreign bodies in an
However, evolutionary biology allows for a organism
vestige to be a complex or specialized structure— the perforation of a ruptured appendix
50 as, for example, in the wings of an ostrich
the misguided research conducted by
or the eyes of the blind cavefish—yet still be
Parker and his colleagues
rudimentary and degenerate relative to the same
homologous structures in other organisms. Those the lack of communication between
evolutionary biologists and physicians
the interdisciplinary research conducted by
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Question 1
Many people feel that hard work deserves a
reward. This, however, is not true. Hard work
should be its own reward, which means that work
intrinsically gives the worker a reward when it is
performed satisfactorily.
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RESOLVE/EXPLAIN QUESTIONS
Question 1
Many people predicted that business at Jack’s
Bistro, previously the only restaurant in Santa
Monica, would suffer once its only competitor,
Cindy’s Cafe, opened across the street last
year. Yet, the average number of lunches
served at Jack’s Bistro has actually increased
significantly in the past 12 months.
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ARGUMENTS DRILL
Question 1 of 3 Question 3 of 3
The ancient Hrugians used water power in their In an effort to save energy, and thus money, many
border towns for various purposes. Inexplicably, people keep their electric freezers half-empty at all
however, they continued to use manual labor for the times, using them to store pre-frozen foods bought
same functions in their capital city of Avallone. at a store and nothing else. Yet, freezers that are
half-empty usually consume more energy than they
would if they were kept fully stocked.
Which of the following, if true, explains the
7 situation?
Which of the following, if true, contributes most
The king of Hrugia officially endorsed water to an explanation of the apparent discrepancy
power. described?
The Hrugians learned water power
technology from their neighbors the A person who normally maintains a half-
Pastelites. empty freezer would save a considerable
Water power was cheaper than manual amount of money by using a freezer that is
labor. half as large.
The border towns of any country must An electric freezer can operate efficiently
have stronger security than the towns in only if chilled air is free to circulate within
the interior of the country. the freezer compartment.
There was no major source of water in the A given volume of air in a freezer requires
city of Avallone. much more energy to maintain at a
temperature below freezing than does an
identical volume of frozen food.
Question 2 of 3 The door of a full freezer is likely to be
opened as often, and for longer periods
In 2013, the Highway Bus Company’s annual report of time, than is the door of a half-empty
noted an increase in A-One Miles, a figure that is freezer.
computed by multiplying the number of paying On average, it takes less energy to keep
passengers by the total number of miles traveled by food frozen than it does to get it from room
all Highway buses. However, Highway experienced temperature to a frozen state.
a decrease in the number of paying passengers per
bus trip and in the number of bus trips made during
2013.
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SUMMARY
Reading Basic Approach
• reasoning
• role played
• proceeds by
• Conclusion
• Premise
• partial matches
324
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• resolve
• explain
• paradox
• out of scope
• one sided
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MANUAL FOR THE GRE
Question 1
Quantity A Quantity B
5 5−1
6 6 −1
Quantity A is greater.
8 Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
Question 2
x < 1 and x ≠ 0
Quantity A Quantity B
x3 + 2 x4 + 2
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
Question 3
x>0
Quantity A Quantity B
1
0.2% of x x
5
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
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Question 4
Quantity A Quantity B
The 80th percentile The 80th percentile
of the incomes of the of the incomes of the
group of engineers group of engineers
who work for XYZ who work for ABC
corporation corporation
8 Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
Question 5
20
16
15 15
15
Frequency
10 8
6
5
0
1 2 3 4 5
Quantity A Quantity B
The average The median of the
(arithmetic mean) 60 values
of the 60 values
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
330
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Question 6
N
2 13
3 13 O
M P
12
8 Quantity A Quantity B
The area of triangle The area of triangle
MNO MOP
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
Question 7
Quantity A Quantity B
The sum of the even The sum of the odd
integers from 4 to integers from 3 to
200 201
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
332
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Question 8
1
400
1
8
40
1
20
1
10
1
4
Question 9
(4y)°
k
25°
m
Question 10
2
6
7
8
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10
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Question 11
7− y 3y − 5
If = , which of the following could be the
3 y
value of y ?
7
5
2
−3
−5
8
Question 12
1 to 4
3 to 4
4 to 3
4 to 1
25 to 1
Question 13
9x
A bakery makes x donuts daily. Each day of the
10
donuts are sold and the remainder are discarded. At
these rates, how many days will it take for the bakery
360
x
3,600
x
x
400
x
3,600
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LESSON 8 MATH
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LENGTH OF JOB TRAINING FOR WORKERS IN COUNTRY Y FOR TWO INDUSTRIES, 2013
Retail Industry IT Industry
Total = 6 million Total = 12 million
9 to 10 weeks
8% 10%
7 to 8 weeks
10% 12% 1 to 2
1 to 2 weeks
weeks 12% 5 to 6 weeks 35%
50% 18%
8
20% 25%
3 to 4 weeks
Note: The circle graphs show the distribution of workers who received on-the-job training
for at least 1 week in 2013, by length of job training, rounded to the nearest week.
Question 14
5°
10°
15°
18°
25°
Question 15
1
3
5
7
9
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Question 16
0.06
0.08
0.12
0.22
8 0.88
Question 17
−6
−4
−2
−1
5
6
Question 18
a ◊ b
(a − 2) ◊ b
(a + 1) ◊ b
a ◊ (b + 1)
a ◊ (b − 2)
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Question 19
8 It is a circle.
Question 20
What is the length of a diagonal of a rectangle
that has length 8 and perimeter 28 ?
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Question 1
x<0
Quantity A Quantity B
x
10
x11
8 Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
Question 2
Quantity A Quantity B
(x − 3)(y − 5) (x − 5)(y − 3)
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
Question 3
Quantity A Quantity B
1.0 − 0.4 0.6
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
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Question 4
Quantity A Quantity B
The cost to bake 200 The cost to bake 250
cherry pies and 200 cherry pies
apple pies
Quantity A is greater.
Quantity B is greater.
8 The two quantities are equal.
The relationship cannot be determined from the
information given.
Question 5
Quantity A Quantity B
1 −4
1 −3
1 −2
− −
3 3 3
15
3
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
Question 6
List A: 3, 7, 10, x, y
List B: 3, 7, 10, y
Quantity A Quantity B
0 y
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
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Question 7
Quantity A Quantity B
36 The circumference
of circle N minus
the circumference of
circle O
Quantity A is greater.
Quantity B is greater.
8 The two quantities are equal.
The relationship cannot be determined from the
information given.
Question 8
T = {10, 11, 12, 13, 14, 16, 17, 18, 19, 20}
Quantity A Quantity B
The number of The number of
6-element subsets 7-element subsets
of T of T
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
Question 9
2 2
4
17
5
2 17
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Question 10
1.6
4.0
18.0
8 19.25
30.5
Question 11
2+m 2+n
x2 − 7x + 10 = 0, what is the value of ?
m n
Give your answer as a fraction.
350
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Question 12
0
4
6
8
10
8 12
24
26
Question 13
33x
x−2
3
33(x−2)
35x−2
35(x−2)
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Rest of $14
World $12
12%
8 Europe
$4
$2
26%
$0
California Texas Oregon Utah Wyoming East Coast Rest of US
State or Region of United States
Question 14
36%
40%
44%
48%
52%
Question 15
2%
6%
10%
18%
25%
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Question 16
Question 17
6
7
8
9
10
356
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Question 18
6
1
8 15
4
6
1
15
6
15
4
15
6
4 11
1 5
15
4
4 11
1 5
15
6
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Question 19
From 2013 to 2014, the value of Jill’s house
increased by 15 percent and the value of Roxanne’s
house decreased by 10 percent. If the value of their
houses were equal in 2014, then the value of Jill’s
house in 2013 was what percent less than the value
of Roxanne’s house in 2013 ?
8 Question 20
1
that event F will occur is and the probability that
4
3
event G will occur is . Which of the following
5
1
5
1
4
3
5
17
20
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Question 1
Quantity A Quantity B
5 The number of
possible values for
8 the perimeter of the
parallelogram
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
Question 2
a = (d + 2)2
b = (d – 2)2
Quantity A Quantity B
d +42
The average (arithmetic
mean) of a and b
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
Question 3
x+3=y
x2
=4
y
Quantity A Quantity B
1 x
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
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information given.
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Question 4
Quantity A Quantity B
2x + y 4x
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
8
Question 5
Quantity A Quantity B
The total number of 2w – 5
people at the PTA
meeting
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
Question 6
Quantity A Quantity B
The distance between The distance between
A and C C and D
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
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Question 7
Quantity A Quantity B
The median of the The average (arithmetic
numbers in N mean) of the numbers in N
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
8 information given.
Question 8
1
6
1
4
1
2
Question 9
16
25
26
28
30
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Question 10
f(x) = x3 + x
f(x) = x ( x + 1)
f(x) = x ( x3+ x)
f(x) = x2 ( x2 – 1)
8
Question 11
m=n−4
n=m−4
m=n−2
n=m−2
n=m+2
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Question 12
34% 34%
14% 14%
2% 2%
−2 −1 0 1 2
8
The figure above shows the standard normal distribution, with
mean 0 and standard deviation 1, including approximate percents
of the distribution corresponding to the six regions shown.
If the random variable X is normally distributed with a mean of 390
and the value X = 510 is at the 85th percentile of the distribution,
which of the following is the best estimate of the standard devia-
tion of the distribution?
115
120
125
130
135
Question 13
32%
52%
57%
62%
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Question 14
Question 15
0.08%
1%
8%
11%
80%
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Question 16
Blue
Green
Grey
8 Purple
Red
Silver
Yellow
Question 17
3x3
x3
6x2
9x
27x
Question 18
6
10
12
15
19
24
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Question 19
−229
−221
−213
−29
8 −21
Question 20
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MANUAL FOR THE GRE
florid
painstaking
8 laconic
effusive
erratic
Question 2
opaque
conventional
lucid
byzantine
boorish
Question 3
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Question 4
Question 5
Question 6
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Question 7
Question 9
The author mentions the difficulties associated with
The primary purpose of the passage is to
blood transfusions in order to
highlight two major problems with human
criticize the simplicity of early attempts at
blood transfusions
transfusions
describe the origins of human blood
present supplemental information that transfusions
could be used to help reduce these examine the difficulties associated with
difficulties transfusing different blood types
suggest that it will never be possible to recommend improvements to human
understand all the causes of a hemolytic blood transfusion methods
reaction illustrate the problems presented by blood
argue for increased measures of type in human blood transfusions
compatibility across various blood groups
describe best practices for blood
transfusions in order to prevent the
difficulties
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Question 13 Question 16
Every new scientific theory that challenges the Audiences were rapt during the first half of the
reigning orthodoxy is viewed as _________ until it movie; it was only after the jejune plot twist that
is supported by mounting evidence and eventually their interest began to _________.
adopted as truth.
flag
dichotomous wax
suspect swell
heretical prevaricate
middling converge
critical ebb
inconsequential
8 Question 17
Question 14
As evidence of the severe damage inflicted on the
The concepts of “please” and “thank you” are usually American automobile industry by competition from
taught together in the same lesson when we are foreign automakers, an expert pointed to a 27%
young, which makes it ironic that the former drop in sales of American-made cars in the state of
is _________ used, while the latter is quite commonly California over the last year.
heard and read in daily communication.
Which of the following, if true, most seriously
oft weakens the argument that the American
rarely automobile industry has been weakened by foreign
competition?
frequently
seldom Only 68% of Californians over the age of
redundantly 16 own cars.
significantly Fewer than one-third of California drivers
report having negative feelings about
American-made cars.
Question 15 Major improvements in public
Although our current permissive society allows more transportation were made in California
explicit expressions, the tradition of _________ lives eighteen months ago.
on. Over the last year, foreign auto companies
have significantly increased their
rhetoric advertising budgets for American television
euphemism commercials.
excoriation Total car sales in the state of California did
not significantly decrease over the last year.
garrulousness
genteelism
pragmatism
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innovation
8 results
merit
cooperation
stagnation
Question 2
vivacious
enervating
lugubrious
tantalizing
firm
Question 3
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Question 4
Question 5
Question 6
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What makes a cat purr? From the 1990s to the For the following question, consider each of the
mid-2000s, animal psychologists advocated choices separately and select all that apply.
external stimuli for purring, such as contentment,
Line either with respect to feeding or being petted,
5 with the intensity of the purring reflecting the Question 8
level of contentment. Other reasons considered
It can be inferred from the passage that Buffington
then included comfort—cats tend to purr when
and earlier researchers would agree with which of
they approach other cats to signal friendliness—
the following statements about cats’ purring?
and the cat’s perceived lack of security. However,
10 subsequent cat researchers have focused on
Purring can help to restore weakened bone
internal prompts for purring. In following this
tissue.
approach, Tony Buffington cites sonographic
experiments in which bone growth was Cats’ lack of security is chief among their
stimulated at certain frequencies. By comparing motivations to purr.
8 15 relative frequencies of purring and tissue Cats’ purring can be used for more than
one purpose.
stimulation, Buffington found that the frequencies
for tissue stimulation and purring were very
similar and are probably linked.
For the following question, consider each of the
choices separately and select all that apply.
For the following question, consider each of the
choices separately and select all that apply.
Question 9
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Question 10
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Question 12 Question 15
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Question 20
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MANUAL FOR THE GRE
ANALYSIS OF AN ISSUE
Directions
You will be given a brief quotation that states or implies an issue of general interest, and you will also be
given specific instructions on how to respond to that issue. Trained GRE readers will evaluate your response
according to how well you
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LESSON 8 ESSAYS
2. Issue: An idea alone, no matter how great, is meaningless unless it is put into practice.
8
• Task: Write a response in which you discuss the extent to which you agree or disagree with
the claim. In developing and supporting your position, be sure to address the most com-
pelling reasons or examples that could be used to challenge your position.
3. Issue: A student who wishes to succeed in business should study anything but business while
in school. Once in the workplace, he or she will learn the skills of business, but the opportu-
nity to gain additional perspectives by studying other fields of knowledge while in school is too
valuable to pass up.
• Task: Write a response in which you discuss the extent to which you agree or disagree with
the recommendation and explain your reasoning for the position you take. In developing
and supporting your position, describe specific circumstances in which adopting the rec-
ommendation would or would not be advantageous and explain how these examples shape
your position.
On one side write “I agree” and on the other write “I disagree.” Now take a moment to ask yourself, “What
does it mean to agree or disagree with this prompt?” Your essay prompt could come in one of three forms.
Here are some examples.
Extreme
“No one can possibly achieve success in the world by conforming to conventional
practices and conventional ways of thinking.”
Wishy-washy
“People should treat experts with suspicion and mistrust because experts who have
specialized in a particular field often have an overly narrow frame of reference.”
Open-ended
“The purpose of education is...”
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Step 2: Organize
Thesis: I believe ______________________________________________________________________
______________________________________because________________________________________
Step 3: Write
When it comes to writing, there are two things that all essays must have and a laundry list of things they
could have to augment your score.
Must have:
Topic Sentences
Transitions
Could have:
Specifics
Quotations
Commands
Analogies
Rhetorical Questions
Length
Big Words
412 |
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LESSON 8 ESSAYS
PRACTICE
Issue: Unexamined conservatism is far more dangerous than reckless change.
Task: Discuss the extent to which you agree or disagree with the opinion stated above. Support your views
with reasons and/or examples from your own experience, observations, or reading.
Step 1: Brainstorm
Step 2: Organize
Thesis: I believe ______________________________________________________________________
Step 3: Write
First Paragraph: ______________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
ANALYSIS OF AN ARGUMENT
Question 1
Question 2
Question 3
Conclusion: _____________________________________________________
Premise: ________________________________________________________
_______________________________________________________________
Assumptions: ____________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
8
Conclusion: _____________________________________________________
Premise: ________________________________________________________
_______________________________________________________________
Assumptions: ____________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Conclusion: _____________________________________________________
Premise: ________________________________________________________
_______________________________________________________________
Assumptions: ____________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Write a response in which you discuss one or more alternative explanations that could rival the proposed
8 explanation and explain how your explanation(s) could plausibly account for the facts presented in the
argument.
Conclusion: _____________________________________________________
Premise: ________________________________________________________
_______________________________________________________________
Assumptions: ____________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
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LESSON 8 ESSAYS
SCRATCH PAPER
Introduction: _____________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Flaw #1
_______________________________________________________________
_______________________________________________________________
Flaw #2
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Flaw #3 (optional)
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Conclusion: ______________________________________________________
_______________________________________________________________
_______________________________________________________________
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MANUAL FOR THE GRE
Question 1
employees
Question 2
A B C
F E D
Quantity A Quantity B
The perimeter of the 10
shaded region
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
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MATH PRACTICE
SCRATCH PAPER
Question 3
2x + 5y = 5
x – 2y = 7
Quantity A Quantity B
x y
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
Question 4
3
7
1
2
4
7
3
5
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MATH PRACTICE
SCRATCH PAPER
Question 5
Quantity A Quantity B
z 6
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
Question 6
A1 =
Question 7
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MATH PRACTICE
SCRATCH PAPER
Question 8
2 2
x+ y
What is the value of 3 9 ?
2 2
x+ y
5 15
Question 9
3 2
2
3
2
3 2
9
2
Question 10
B C
(2x)º
xº
A D
50 2
50 3
100
100 3
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200
426 | © The Princeton Review, Inc.
MATH PRACTICE
SCRATCH PAPER
Question 11
4≤j≤7
6≤k≤9
10
13
16
24
48
90
Question12
1
advertising in 2006, was spent on newspaper
2
3
advertisements and of the remainder was spent
4
on flyers. Approximately how many more thousands
than on flyers?
8.4
13.6
25.2
33.6
39.9
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MATH PRACTICE
SCRATCH PAPER
Question 13
3
9
1 35
1 80
2 25
Question 14
Question 15
Quantity A Quantity B
(–3) n
–(3n)
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
Question 16
7b
d
7db
b
7d
7d
b
d
7b
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Question 17
k is an integer.
Quantity A Quantity B
5 5
5+3 k
5 + 7k
Quantity A is greater.
Quantity B is greater.
The two quantities are equal.
The relationship cannot be determined from the
information given.
Question 18
$15,000,000
$17,500,000
$20,000,000
$22,500,000
$25,000,000
Question 19
x2
2x
1 – x2
1 – 2x
x2 – 2
2 – x2
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MATH PRACTICE
SCRATCH PAPER
Question 20
4
12
14
15
18
Question 21
3
In a certain museum exhibit, of the artifacts are Paleolithic,
5
3
and the remaining 16 are Neolithic. Of the Paleolithic artifacts,
4
are Mediterranean. If 26 of the artifacts are Mediterranean, how
Question 22
B C
135º
A D
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Question 23
B C
A D
16
32
32 2
32 3
64
Question 24
36
If Circle O has an area of , what is the circumference of Circle O ?
Question 25
If the area of the circular region shown above is 4π, what is the area
of the inscribed square with sides of length s ?
4
π2
2π2
8
16
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SCRATCH PAPER
Question 26
y
R (20, 5)
Q
x
S
5
5 5
12
13
5 17
Question 27
12! + 11!
What is the value of ?
10!
23
23!
13!
143
264
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MATH PRACTICE
SCRATCH PAPER
Question 28
Question 29
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Question 30
3
80
9
32
23
32
77
80
39
40
Question 31
330
484
7,920
1,663,200
9,979,200
Question 32
36
54
90
108
126
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Between Now and
Test Day
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MANUAL FOR THE GRE
444 |
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BETWEEN NOW AND TEST DAY
Verbal
IO Y
TY
PR I T
RI
W OR
GH E D
L O PRI
HI E R
T
AS
M
¨ ¨ ¨ Vocab
¨ ¨ ¨ Text Completion Strategy
¨ ¨ ¨ Sentence Equivalence Strategy
¨ ¨ ¨ Reading Comprehension Basic Approach
¨ ¨ ¨ Argument Question Basic Approach
Math
IO Y
TY
PR I T
RI
W OR
GH R E D
L O PRI
TE
AS
HI
M
¨ ¨ ¨ Math POE
¨ ¨ ¨ Plugging In
¨ ¨ ¨ Plugging In the Answers (PITA)
¨ ¨ ¨ Quantitative Comparison/Must Be
¨ ¨ ¨ Percents and Percent Change
¨ ¨ ¨ Ratios and Proportions
¨ ¨ ¨ Exponents and Square Roots
¨ ¨ ¨ Mean, Median, Mode, and Statistics
¨ ¨ ¨ Lines and Angles
¨ ¨ ¨ Triangles
¨ ¨ ¨ Quadrilaterals
¨ ¨ ¨ Circles
¨ ¨ ¨ Solid Geometry
¨ ¨ ¨ Coordinate Geometry
¨ ¨ ¨ Charts and Graphs
¨ ¨ ¨ Linear Equations and Inequalities
¨ ¨ ¨ Quadratic Equations
¨ ¨ ¨ Probability
¨ ¨ ¨ Rates
¨ ¨ ¨ Groups, Sequences, and Functions
¨ ¨ ¨ Number Theory
¨ ¨ ¨ Arrangements and Combinations
Essays
IO Y
TY
PR I T
RI
W OR
GH R E D
L O PRI
TE
AS
HI
M
¨ ¨ ¨ Issue Essay
¨ ¨ ¨ Argument Essay
Standardized = Predictable
You have now seen every subject and question type you could see on test day. There should be no surprises.
Most of what you see will look very familiar.
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BETWEEN NOW AND TEST DAY
MATH REVIEW
Arithmetic Exponents
0: Even integer. Not prime. Not positive. Not Multiply
negative. Add
1: Odd positive integer. Not prime. Divide
2: Even prime integer. First prime. Subtract
Primes less than 20: 2, 3, 5, 7, 11, 13, 17, 19 Power
Multiply
Order of Operations (PEMDAS):
x1 = x
Parentheses x 0 = 1, for all x ≠ 0
E xponents 1x = 1
Multiplication & Division 0x = 0, for all x ≠ 0
Addition & Subtraction (–x)even = positive
(–x)odd = negative
Percents
Quadratics
% ÷ 100 x 2 + bx + c = 0 → (x + d)(x + e) = 0
of × (times) d+e=b de = c
Rate
Groups
Work/Distance
Total = Group 1 + Group 2 + Neither – Both
÷ ÷
Time × Rate
Probability
want
0≤ ≤1 Average
total
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Probability of “at least once” = 1 – probability of never
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MANUAL FOR THE GRE
Triangles Quadrilaterals
Angles add up to 180°. Angles add up to 360°.
C = pd = 2pr
A = pr 2
Third Side Rule
The length of any side of a triangle is greater than the
difference and less than the sum of the lengths of the Length of Arc = central angle × Circumference
other two sides. 360°
45°
a
Solids
Volume of Cube: V = s3
a : a 3 : 2a (30°:60°:90°)
Volume of Box: V = l × w × h
Volume of Cylinder: V = pr 2h
30°
2a Diagonal of Box: a2 + b2 + c 2 = d2
a √3
60°
a
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