GMAT Focus Edition – Sectional Mock

Quantitative Reasoning

Sectional Mock 4

Answer Key

1. A
2. C
3. B
4. E
5. B
6. C
7. A
8. D
9. E
10. A
11. D
12. C
13. E
14. C
15. C
16. D
17. C
18. C
19. D
20. B
21. A
Solutions

1. (A)

The faster horse completes one lap in 9 minutes, while the slower horse takes 12 minutes for the
same distance. To find out when the faster horse will have a one-lap lead, we calculate their
relative rate.

The rate of the faster horse is 1/9 lap per minute, and the rate of the slower horse is 1/12 lap per
minute. Their relative rate is the difference between these rates: 1/9 - 1/12 = 1/36 lap per minute.

For the faster horse to gain a one-lap lead, it will take the time equal to the distance (one lap)
divided by its relative rate. Therefore, the time required is 1/(1/36) = 36 minutes.

Answer: A.

2. (C)

Barbara's first throw covered a distance of x meters, her second throw was x + 5 meters, and her
third throw was x + 15 meters.

To qualify for the finals, the average length of all her throws must exceed her second throw by 5
meters, totaling x + 10 meters. Since she makes four throws, their combined lengths must be 4(x
+ 10) = 4x + 40 meters.

As the sum of the first three throws is 3x + 20 meters, Barbara's last throw must be x + 20 meters
to meet the requirement.

Answer: C

3. (B)

Question: Which expression MUST be an integer for all X values

The easiest way we can do this is to go for a trial and error appraoch, and eliminate ones that don’t
work.

Let's plug in x = 1 and y = 1

If an expression evaluates to be a non-integer, we can ELIMINATE that answer choice.

(A) √91.This does NOT evaluate to be an integer. ELIMINATE

(B) √1 = 1. This IS an integer. So, keep B

(C) √15. This does NOT evaluate to be an integer. ELIMINATE

(D) √-64. Cannot evaluate. ELIMINATE

(E) √122. This does NOT evaluate to be an integer. ELIMINATE

By the process of elimination, the correct answer is B

4. (E)

The first thing that should be kept in mind is that x^2 gives the exact same value for both x and -x
(which is x^2, a positive integer, if not 0). This is true for all even exponents.

Use x = 2 as your guide to test the answer choices.

For choice A, f(−x) will be the same as f(x), because the even exponents ensure that whether
you're taking 2 or -2 to the 8th or 4th powers the results will always be the same. Therefore, since
f(−x)=f(x), then this doesn't satisfy the prompt "does f(−x)=−f(x).

Mathematically, using x = 2 you'll have f(−x)=(−2)^8−(−2)^4=256−16=230.

Meanwhile, −f(x)=−(2^8−2^4)=−(256−16)=−230, so you don't have a match.

For choice B, the logic and math are pretty similar. Since both exponents are even, whether you're
using a positive or negative value as your input, the results will be the same either way for f(2) and
f(−2). So your positive/negative eyeball test should tell you that this one won't work either.

Mathematically, using x = 2, you'll have: f(−x) = (−2)^2−(−2)^6 = 4−64 = −60.

And −f(x) = −(2^2−2^6) = −(4−64) = −(−60) = 60 They're not the same, so choice B doesn't
hold.

Choice C is similar, in that x^5/x^7 is going to net out to 1/x^2. A negative input like 2 will still
yield a positive output (1/4), whereas −f(x) is going to yield a negative number (f(x)=1/4, so −f(x)
= −1/4).

By now you should see that choice D will be the same - with two odd exponents, the negative input
will yield a negative divided by a negative, and a positive number overall. While taking −f(x) will
yield a negative.
Mathematically, that's f(−x)=(−2)^9/((−2)^5)+1 = −2^9/−31, which is a positive number,
whereas
−f(x)=−(2^9/(2^5)+1), where the answer will clearly be negative.

Only choice E mixes an odd exponent with an even exponent, a necessary pairing to satisfy the
question. Mathematically with 2, you'd have:
f(−x)=(−2)^5/((−2)^2)+1 = −32/5, and −f(x) = −2^5/2^2+1 = −32/5, for a match.

Answer: E

5. (B)

Here, the number of factors for a number p = a^x . b^y . c^z is given by the formula (x+1. y+1.
z+1).

Considering the number of factors is 5, the only way this is possible is that our exponent is 5 (in
other ways, 4+1).

Q to have 5 factors it should be of the form Q = prime^4 (the number of factors 4+1=5), so II is
always true (B and D remains) and I is never true (only B remains).

Answer: B

6. (C)

Is it n + n = n∗n?
2n = n^2
n(2-n) = 0
n = 0 or n = 2.

A common error here is to disregard the value of 0 and only take 2 as our answer.

Answer: C

7. (A)

Here, range of a set = greatest value - smallest value

Additionally, there are two things we need to keep in mind:
1. There are 50 CONSECUTIVE and NEGATIVE integers
2. We can use SN formula for an Arithmetic Progression

Since the range of the negative integers in set M is 36, the negative integers are from -1 to -37
inclusive. Thus, there are 37 negative integers in set M, and after accounting for zero, there are 12
positive integers left, i.e., the integers from 1 to 12 inclusive.

Thus, the sum of the consecutive integers from 1 to 12 is:

Sum = average x quantity
Sum = [(1 + 12)/2] x 12
Sum = [13/2] x 12
Sum = 13 x 6 = 78

Answer: A

8. (D)

First, there are 320 4th grade students, so there are 700 - 320 = 380 students in 5th grade.

There are 210 girls in 5th grade so there are 380 - 210 = 170 boys in 5th grade.

50% of the 5th graders take MC, or 50% * 380 = 190 students in 5th grade take MC.

40% of the 4th graders take MC, or 40% * 320 = 128 students in 4th grade take MC.

90 boys in 5th grade don't take MC => the remaining 170 - 90 = 80 boys in 5th grade take MC.

Hence there are 190 - 80 = 110 girls in 5th grade taking MC.

The number of 4th grade girls taking MC is less than 1/2 of the number of 5th grade girls taking
MC. There are 110 girls in 5th grade take MC, so the number of 4th grade girls taking MC is less
than 1/2 * 110 = 55

Note that there are 128 students in 4th grade taking MC, so the number of boys in 4th grade
taking MC must greater than 128 - 55 = 73.

Now, A, B, C are out.

Note that there are 128 students in 4th grade taking MC, so the number of boys in 4th grade
taking MC cannot be greater than 128, so E is out.
Alternate Approach: Table format (as given by Sandeep)

Male Female

4th 320

5th 210

700

Here’s what is given to us in the question: (Re-check from the question, you will arrive at this
table)

Here, the number of students in 5th = 700 - 320 = 380

Moreover, Students taking Mandarin = 0.5 (5th graders) + 0.4 (4th graders)
= 0.5 (320) + 0.4(380)
= 160 + 152
= 312

Now that we have this, we know

(# of Male students in 5th) + 210 = 380
# of Male students in 5th = 170

Boys from 5th who don’t take Mandarin = 90

Boys who take Mandarin = Total Number of Boys in 5th - 5th boys who don’t take Mandarin
= 170 - 90
= 80

Hence there are 190 - 80 = 110 girls in 5th grade taking MC.

According to the question,

4th grade girls taking chinese < 0.5 x (# of 5th grade girls taking Chinese)
That means the value is less than 0.5 (110) = 55

Note that there are 128 students in 4th grade taking MC, so the number of boys in 4th grade
taking MC must be greater than 128 - 55 = 73.

Now, A, B, C are out.

Note that there are 128 students in 4th grade taking MC, so the number of boys in 4th grade
taking MC cannot be greater than 128, so E is out.

The answer is D.
9. (E)

Standard compound interest formula => A = P *(1+(r/100n))(nt);

A= amount after t years
P = principal
r=rate of interest
n= number of times interest is compounded
t= number of years (here t=x)

Given that A=81P ; Put this in above formula.

81P = P *(1+(16/100∗4))(4x)
81 = (1.04)^4x; taking fourth root
3 = (1.04)x

Answer: E

10. (A)

Let Price of 1 1carat diamond be x .. according to the question, the price of a diamond doubles for
every 0.5 carats

(Just so that we can get an estimate, we go up till 4 carats - the highest value that the question
goes till)

So,
Price of 1, 1.5 carat diamond = 2x
Price of 1, 2 carat diamond = 4x
Price of 1, 2.5 carat diamond = 8x
Price of 1, 3 carat diamond = 16x
Price of 1, 4 carat diamond = 64x

One 4-carat diamond = 64x

Fourteen 1-carat diamonds = 14x

Four 2-carat diamonds and eight 1-carat diamonds = 4[2x] + 8x = 24x

One 1-carat diamond, two 2-carat diamonds, and three 3-carat diamonds = x + 2[4x] + 3[16x] =
x + 8x + 48x = 57x
Three 1.5-carat diamonds and three 2.5-carat diamonds = 3[2x] + 3[8x] = 30x

So, A is the Answer since it is the greatest.

11. (D)

We can solve this question with some approximation.

We know for a fact that some of the roots give us integer values.
√49 = 7
√64 = 8
√81 = 9
√100 = 10

Since √98 is BETWEEN √81 and √100, we know that √98 is BETWEEN 9 and 10

Also, since √98 is VERY CLOSE to √100, we can conclude that √98 is much closer to 10 than it is
to 9 So, we might say that √98 ≈ 9.8 or 9.9

Likewise, since √72 is BETWEEN √64 and √81, we know that √72 is BETWEEN 8 and 9 Here, √72
is pretty much halfway between √64 and √81, we might say that √72 ≈ 8.5

NOTE: As we'll soon see, we don't need to be super accurate with our approximations. We have:
√98 + √72 ≈ 9.9 + 8.5 = ≈18.4

Now let's examine a few more common integer yielding roots.

17² = 289. So, √289 = 17

18² = 324. So, √324 = 18
19² = 361. So, √361 = 19

Since 18.4 is BETWEEN 18 and 19, we're looking for an answer choice that is BETWEEN √324 and
√361 Since √338 is the ONLY answer choice BETWEEN √324 and √361, the correct answer must
be D.

12. (C)

There are two things that should catch your eye here:

1. This is a Geometric Progression, and the l = 2

2. We want 1/n10 , and not n10

Now that we have this clear, we have taken care of the obvious traps this question set for you.
We see that 2 = 2^1, 4 = 2^2, 8 = 2^3, etc. In other words, the nth term of the sequence is 2^n.
Thus, the 10th term is 2^10 = 1,024 (need to remember powers of 2 till the 10th power), and
since x is the reciprocal of the 10th term, then x = 1/1,024, which has a value between 1/10,000 =
0.0001 and 1/1,000 = 0.001. (Approximations taken here for our ease of calculations)

Answer: C

13. (E)

|5x−5| > x−1;

Factor out 5: 5∗|x−1| > x−1. This takes care of half our question.
Notice here that LHS must be more than or equal to 0. Why? Because it’s a modulus property.

If x-1 is negative, then (LHS=positive) > (RHS=negative);

If x-1 is positive, then (LHS=5 times some positive value) > (RHS = that is positive).
If x-1 is 0 (so if x=1), then LHS = RHS.

Therefore, |5x−5| > x−1 holds true for any value of x, but 1.

Answer: E.

14. (C)

There are 3 steps to solving equations involving ABSOLUTE VALUE:

1. Apply the rule that says: If |x| = k, then x = k and/or x = -k
2. Solve the resulting equations
3. Plug solutions into original equation to check for extraneous roots (Most frequent traps set up
are here)

Given: |14–x|=24/(x−4)

So, we need to check 14–x = 24/(x−4) and 14–x = -24/(x−4)

1. Taking the mod to be negative,

= 14–x = 24/(x−4)
= (14–x)(x−4) = 24
= -x² + 18x - 56 = 24
= x² - 18x + 80 = 0
= (x - 10)(x - 8) = 0
So, x = 10 or x = 8

Now we need to test each solution to see if they actually work for our equation:
If x = 10, then we get: |14–10|=24/(10−4)

Simplify: |4|=4

So, x = 10 is a possible solution

If x = 8, then we get: |14–8|=24/(8−4)

Simplify: |6|=6

So, x = 8 is a possible solution

2. Taking the mod to be positive,

14–x = -24/(x−4)
= (14–x)(x−4) = -24
= -x² + 18x - 56 = -24
= x² - 18x + 32 = 0
= (x - 2)(x - 16) = 0
So, x = 2 or x = 16

Test each solution:

If x = 2, then we get: |14–2|=24/(2−4)
Simplify: |12|=-12 DOESN'T WORK
So, x = 2 is NOT a possible solution

If x = 16, then we get: |14–16|=24/(16−4)

Simplify: |-2|=2
So, x = 16 is a possible solution

So, the possible solutions are 8, 10 and 16

Range = 16 – 8 = 8

Answer: C
15. (C)

Here’s the chronological order of solving the question-

1. Find the length of the diagonal (two end points)

2. Finding the length of each side

Length of the diagonal = √(x1-x2)^2 + (y1-y2)^2

√(6-0)^2 + (2-6)^2 => √(36 + 16) = √(52)

Also we know that (√2)*side = diagonal

√(2) * Side = √(52)

Length of each side = √(26)

Test the length in the given options, we find that only option C satisfies the length of the side of the
square.

Answer: C

16. (D)

Looking at the information provided, we have six applicants for two positions, and then one-third of
them are disqualified. This leaves us with four finalists for the two jobs (like musical chairs), but
before a decision is rendered, three more applicants join. There are now seven candidates for the
two jobs, yielding a net change of one new contender. From 6 to 7 people, the change would be
1/6 of the old total, or 16.7%. This is closest to answer choice C, but there is no direct match
among the answer choices. Since the GMAT doesn’t provide horseshoe answer choices (unless
approximation is specified), this is our first hint that we may need to dig deeper in our approach.

The question specifically asks about “the number of ways in which the two job offers can be
allocated”, which should hopefully make you realize that the question is ultimately about
permutations. In the initial setup, two positions are available for six candidates, meaning we can
calculate the number of possible outcomes.

The only decision we have to make is about the order mattering. Since it’s not indicated
anywhere that the jobs are identical, it’s reasonable to assume we can differentiate between job
1 and job 2. Let’s say that the first job is a senior position and the second is a junior position, how
many ways can we fill these openings?

Anyone can take the first position, so that gives us 6 possibilities, and then anyone of the
remaining choices can fill the second position, yielding another 5 possibilities. Since any of these
can be combined, we get 6*5 or 30 choices. Using the permutation formula of N!/(N-K)! yields 6!
/4! which is still 6*5 or 30, confirming our answer.

If there were 30 possibilities at first, the addition of a new candidate will undoubtedly increase the
number of possibilities, so we can consider answer choices A and B eliminated. After the increase,
we can essentially make the same calculations for 7 candidates and 2 jobs, giving us 7*6 or 42
choices. We used to have 30 choices and now we have 42, so that works out to 12 new choices
out of the original 30, equivalent to a 40% increase. Answer choice D is a 40% increase, and thus
exactly the correct answer.

Answer: D

17. (C)

There are three steps to solving this question:

1. Calculate number of multiples of 4

2. Calculate number of multiples of 12 (and subtract it from our answer of point 1)

Step 1:
In order to find multiples of 4, we can assume an Arithmetic Progression:

a = 4 (only positive integers, so we don’t consider 0)

d=4

We can find the value of l by dividing 250 by 4 and subtracting the remainder
Remainder(250/4) = 2 (so it’s a multiple of 4)

l = 250 - 2 = 248
l = a + (n-1)d
248 = 4 + (n-1)4
248/4 = n
n = 62

Step 2:
a = 12
d = 12

Rem (250/12) = 10
l = 240
240 = 12 + (n-1)12
20 = n

Final answer = 62 - 20
= 42

18. (C)

Jenn needs to walk from red dot to green dot in seven moves. So, she should walk 5 blocks UP and
2 blocks LEFT: UUUUULL. She can do this in 7!/(5!2!) = 21 ways, which is the number of
permutations of 5 U's and 2 L's.

How many roots go through the black dot?

To walk from red to blue Jenn needs to walk 3 blocks UP: UUU. So, 1 way.
To walk from yellow to green Jenn needs to walk 2 blocks UP and 1 blocks LEFT: UUL. She can do
this in 3!/2!
= 3 ways.

So, only 1*3 = 3 ways pass through black dot.

Probability = 3/21 = 1/7.

Answer: C
19. (D)

P(Romeo)=1/6 + (5/6∗5/6∗1/6)+(5/6∗5/6∗5/6∗5/6∗1/6)+... (I)

What does this mean?

⅙ - Romeo rolls a 6, the game ends

(5/6∗5/6∗1/6) - Both roll a number other than 6, then Romeo rolls a 6

(5/6∗5/6∗5/6∗5/6∗1/6) - Both roll another number twice, then Romeo rolls a 6

P(Juliet)=(5/6∗1/6)+(5/6∗5/6∗5/6∗1/6)+.… (II)

⅙ - Romeo rolls a number other than 6, Juliet rolls a 6

(5/6∗5/6∗5/6∗1/6)- Romeo rolls another number twice, then Juliet rolls a 6

Substituting (II) into (I), we get

P(Romeo)=1/6 + (5/6) ∗ P(Juliet)

But, P(Romeo)+P(Juliet) = 1 So,
1 − P(Juliet) = 1/6 + (5/6)∗P(Juliet)

P(Juliet)=5/11

Answer: D

20. (B)

There are two things that help us solve this question:

1. Average # of points x No of games = Total number of points

2. Any new games will increase the number of games, but the average could go either direction

We are given that over the first x games of his basketball season, Martin averaged 32 points per
game; thus, he scored a total of 32x points.

We are also given that he scored 14 points in his last game, dropping his average to 30 points per
game for the x + 1 games.

Recall that average = sum/quantity; thus, we can create the following equation to solve for x:
30 = (32x + 14)/(x + 1)
30(x + 1) = 32x + 14
30x + 30 = 32x + 14
16 = 2x
x=8

Since Martin played x + 1 games in the season, he played a total of 8 + 1 = 9 games.

Answer: B

21. (A)

Item I : can clearly be true, because our list can be 30, 60, 150, say, and then the range, 120, is
twice the median, 60.

Item III : can be true, because the list can be 210, 240, and then the median, 225, is equal to
15^2 and is not in the list.

Item II : Standard deviation is the square root of variance. This list has at least two different
values, so its variance is positive. When we take the square root of a positive number, usually we
get something smaller, but not always -- not if we take the square root of something between 0
and 1. And the variance of this list can be between 0 and 1, because we can have repeated values.

For example, if our list contains one million values equal to 30, and one value equal to 60, then the
variance of the list will be extremely small (very close to zero), because almost every value in the
list will be negligibly different from the mean. In that case, the standard deviation will exceed the
variance.

So all three items can be true, and the answer is "none".

Answer: A