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The document provides biographical information about Gary R. Gruber, an expert in standardized tests and critical thinking skills. It states that he originated techniques for developing these skills and that no one in the nation is better at assessing thinking patterns or improving faulty approaches. His methods have been widely used and have been shown to significantly improve SAT scores. He has trained teachers across the country and for the University of California system.

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VIVEK MAHAJAN
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38 views11 pages

Answers

The document provides biographical information about Gary R. Gruber, an expert in standardized tests and critical thinking skills. It states that he originated techniques for developing these skills and that no one in the nation is better at assessing thinking patterns or improving faulty approaches. His methods have been widely used and have been shown to significantly improve SAT scores. He has trained teachers across the country and for the University of California system.

Uploaded by

VIVEK MAHAJAN
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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163. (e) cottage : house


Put the analogy in a very specific sentence: HAMLET is a
small VILLAGE as cottage is a small house.

164. (e) strength…bored


The key words are in spite of. Look for a contrast or opposites.

165. (c) shun


The key word is moreover. Not only was Wagner intolerant,
but with his “strange behavior,” people would avoid (or shun)
the composer.

161
Answers

191. Jane, Ellen, Ann, Joyce


Translate from words to math:

Ja = 3A,

A – 3 = Jo – 1,

E = 2A.

So, Ja = 3A, A = Jo + 2, E = 2A, so Ja > E > A > Jo

192. Six
3Sw + 2Sk = 3Sk. So, 3Sw = 1Sk.

193. (e) I, II, and III


Where x is a whole number, the number of beads is 3x + 2
since you are left with only a red and a white and all the rest
are red, white, and green. Thus, see if x is a whole number
where 3x + 2 = 17, 29, and 35. Alternate solution: If the
order is red, white, green…, then the number of beads you

171
b d

a
Answers

197. (b) less than 30


Draw a line that makes the third side of the triangle with
sides 4 and 5.

4 6
x

The sum of the lengths of two sides of a triangle must be


greater than the third side. So, 4 + 5 > x and x + 6 > y. Thus,
since 9 > x, we can set up a single inequality and add 6 to
both sides to get415 > x + 6. But x + 6 > y, so 15 > x + 6 > y,
4
4
and so 15 > y. The perimeter of the figure is 4 + 5 + 6 + y =

4
15 + y. Since 15 > y, 15 + y (the perimeter) is less than 30.

198. The fractions are equal. They are both equal to 2/1.

199. (b) “I will be shot.”


If he says, “I will be shot,” that statement is neither true nor
false. If it were true, he would be hanged. But then “being
shot” wouldn’t have been true. Thus, the statement must be

173
Answers

9. place
10. grace
11. crush
12. crave
13. swine
14. swarm
15. scold
16. scorn
17. scone
18. sworn
19. spark
20. plate

There are also many more, including sword, spear, stream,


spool, etc.

202. They are all exactly divisible by the product of their digits. For
example, take 112. 1 × 1 × 2 = 2 and 112/2 = 56.

175
Answers

What percent of 5 is 20?


f f f ff f
x / 100 × 5 = 20

This becomes: (x/100) × 5 = 20.

Now here’s another strategy. Get rid of the fractions! Multiply


both sides of the equation above by 100. You get:

(x)(5) 100 = 20 × 100

100

and you find

(x)(5) = 20 × 100 = 2,000; Divide both sides of the equation


by 5: x = 400.

206. 5˝
Draw extra lines to get more information. Draw the radius.
The radius of the circle is the same as the diagonal of the
rectangle!

177

A
Answers

Second weighing: weigh (N, 9) ? (10, 11)

If (N, 9) = (10, 11)

This means the odd ball is 12.

Third weighing: weigh (12) ? (N).

If (12) > (N) then 12 is the heavy ball. If (12) < (N), then 12
is the light ball.

If in the second weighing, (N, 9) > (10, 11), then either 9 is


heavy or 10 or 11 is light.

Third weighing: weigh (10) ? (11).

If (10) > (11), then 11 is light and 9 is normal. If (10) < (11),
then 10 is light.

If in weighing (10) ? (11), (10) = (11), then 9 must be heavy.

If in the second weighing, (N, 9) < (10, 11), you can similarly
reason that 9 is light or 10 or 11 is heavy.

And then in the third weighing, weigh (10) ? (11).

If (10) > (11), then 10 is heavy. If (10) < (11), then 11 is


heavy. If (10) = (11), then 9 is light.

CASE 2: Where in the first weighing, (1, 2, 3, 4) > (5, 6, 7, 8) .

Then you know that 9, 10, 11, 12 are normal (N), and one of
the balls 1, 2, 3, 4 is heavy or one of the balls 5, 6, 7, 8 is light.

Second weighing: weigh (N, 1, 2) ? (3, 4, 5)

If (N, 1, 2) = (3, 4, 5) then the odd ball is in (6, 7, 8) and is

179
Answers

(1,2) is light or 5 is heavy because of the first weighing.

Third weighing: So weigh (1) ? (2). If (1) > (2), then 2 is light.
If (1) < (2), then 1 is light. If (1) = (2), then 5 is heavy.

208. (b) The third student’s hat can be white.


Think of what information you get by knowing that both the
first and second students cannot figure out the color of their
hats.

The color of the third student’s hat is red. He reasons, “If I


can prove it’s impossible that I have a white hat, then I must
have a red hat.” There are only three scenarios in which the
last student could have a white hat:

(1) if the first student has a red hat and the second student
has a white hat,

(2) if the first student has a white hat and the second student
has a red hat, and

(3) if both the first and second students have red hats.

Scenario (1) is ruled out because the first student would


have known his hat was red if the other two students had
white hats, since there were only two white hats in the
original bag. Scenario (2) is ruled out because the second
student would have made the same deduction. Scenario (3)

181
Answers

(4) B – b = S – s, because B – b and S – s represents the same


passage of time.
Substituting (1) in the left side of (4) and (2) in the right
side of (4), we get:
(5) B – S/2 = S – B
Thus, we get:
(6) 2B = 3S/2 or
(7) B/S = 3/4

210. 9/20
Call females F1, F2, F3, and call males M1, M2, M3. The
total number of combinations of three people, such as F1, F2,
M1 and F1, M2, M3, etc., is six combinations taken three at a
time, or 6C3, which is equal to (6 × 5 × 4) / (3 × 2 × 1) = 20.
The favorable number of combinations is nine:

M1, M2, F1

M1, M2, F2

M1, M2, F3

M1, M3, F1

M1, M3, F2

M1, M3, F3

183
Answers

The Geometry Problem that Stumped


the Nation
Solution

1. Draw EF parallel to BC. Then angle DFE = 80º because of equal


corresponding angles of parallel lines.

2. Drop a perpendicular line to BC from A, hitting BC at G. Because


of congruent triangles ABG and AGC, angle BAG = angle CAG =
10º.

3. Now draw line FC, calling H the point where line FC intersects line
BE. Line AG passes through point H, because of symmetry.

4. Angle BHC = 60º since the other angles of the triangle BHC are
both 60º.

5. BE = FC (because of corresponding sides of congruent triangles


FBC and EBC). BH = HC (call BH b) because triangle BHC is
isosceles. So by subtraction, FH = HE.

185
about the author

Gary R. Gruber, PhD, is recognized nationally as the leading expert on


standardized tests and originator and developer of the critical-thinking
skills necessary for use on standardized tests. It is said that no one in
the nation is better at assessing the thinking patterns of how a person
answers questions and providing the mechanism to improve the faulty
thinking approaches. Dr. Gruber’s SAT score improvements with stu-
dents have been documented to be the highest in the nation.
Dr. Gruber’s unique methods have been used by the Public
Broadcasting Service (PBS), Sylvan Learning Centers, and Grolier’s
Encyclopedia, and they are being used by school districts throughout
the country, in homes and workplaces across the nation, and by a
host of other entities. Most recently he has trained the University of
California’s teachers to create programs for specific critical-thinking
and problem-solving skills for their minority programs.

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