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- Herausgeber: John Wiley & Sons
- Kategorie: Bildung
- Sprache: Englisch
An indispensible practice tool for the GMAT The GMAT exam is the preferred graduate test of universities across the globe. It measures analytical writing and problem solving abilities and addresses data sufficiency, logic, and critical reasoning--all essential skills in business and management. Filled with 1,001 practice questions on all of the exam topics, 1,001 GMAT Practice Questions For Dummies gives you the hands-on experience you need to score high on exam day. 1,001 GMAT Practice Questions For Dummies gives you plenty of practice questions to help you build the fundamental math and verbal test-taking skills you need. And with access to all 1,001 practice questions in an online test bank, you can study whenever and however you like. * 1,001 practice questions covering all sections of the test * Online test bank offers customizable practice sets for self-directed study * Includes test-taking tips and what to expect on exam day * Every practice question has a detailed answer explanation and walk-through 1,001 GMAT Practice Questions For Dummies, with access to 1,001 questions online, is the perfect guide for speeding you toward a successful future.
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1,001 GMAT® Practice Questions For Dummies®
Published by: John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030-5774, www.wiley.com
Copyright © 2018 by John Wiley & Sons, Inc., Hoboken, New Jersey
Published simultaneously in Canada
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Library of Congress Control Number: 2017949589
ISBN 978-1-119-36312-5 (pbk); ISBN 978-1-119-36313-2 (ebk); ISBN 978-1-119-36314-9 (ebk)
1,001 GMAT® Practice Questions For Dummies®
To view this book's Cheat Sheet, simply go to www.dummies.com and search for “1,001 GMAT Practice Questions For Dummies Cheat Sheet” in the Search box.
Table of Contents
Cover
Introduction
What You’ll Find
How the Questions Are Organized
Beyond the Book
Where to Go for Additional Help
Part 1: The Questions
Chapter 1: Analytical Writing Assessment
The Problems You’ll Work On
What to Watch Out For
Chapter 2: Integrated Reasoning
The Problems You’ll Work On
What to Watch Out For
Chapter 3: Quantitative: Problem Solving
The Problems You’ll Work On
What to Watch Out For
Chapter 4: Quantitative: Data Sufficiency
The Problems You’ll Work On
What to Watch Out For
Chapter 5: Verbal: Reading Comprehension
The Problems You’ll Work On
What to Watch Out For
Chapter 6: Verbal: Sentence Completion
The Problems You’ll Work On
What to Watch Out For
Chapter 7: Verbal: Critical Reasoning
The Problems You’ll Work On
What to Watch Out For
Part 2: The Answers
Chapter 8: The Answers
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
About the Authors
Advertisement Page
Connect with Dummies
End User License Agreement
Guide
Cover
Table of Contents
Begin Reading
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Introduction
Welcome to 1,001 GMAT Practice Questions For Dummies. Pay no mind to the dummies part of the title. Obviously, if you’re gearing up to tackle an MBA program, you’re no dummy. You’ve already successfully finished high school and college, and you might even have a master’s degree. Now you’re ready to take your education to a higher level.
What you have probably learned after skimming through admissions requirements is that many MBA programs include scores from the Graduate Management Admissions Test (GMAT) as an admissions requirement. So how do you prepare for such a rigorous exam? Clearly, you need to become familiar with the topics covered and the types of questions you’ll be faced with. You need practice accompanied by pointers on how best to answer the questions. This book provides all the guidance you need. Along with its 1,001 relevant practice opportunities, this book gives answers and detailed explanations that show simple and effective ways to solve the often challenging GMAT questions.
What You’ll Find
This book serves as comprehensive, standalone preparation for the GMAT, or you can use it in conjunction with the latest edition of GMAT For Dummies (Wiley). Either way, this book helps you identify question types and content areas you need to work on. The practice questions are constructed to closely resemble the actual exam questions in both format and level of difficulty so that you will know what to expect when you take your exam. The abundance of questions gives you ample opportunity to practice until you’re feeling confident and prepared on the big day.
If you miss a question, read the answer explanation and try to figure out where you went wrong. Go back and solve it again, this time avoiding your earlier mistake. Read the answer explanations for the questions you get right as well. Often, the answer explanation will reveal not only the solution to the question but also how to answer it most efficiently. This strategy helps you internalize concepts and skills.
Whatever you do, keep a positive spirit. This book contains challenging questions not unlike those you might encounter on the GMAT. These questions are not meant to discourage you but rather to show you how to solve and master them.
How the Questions Are Organized
This book has two parts. The first part contains 1,001 practice questions divided among seven chapters. These chapters are organized around the four sections of the GMAT: Analytical Writing Assessment (AWA), Integrated Reasoning (IR), Quantitative, and Verbal. The second part of the book contains the answers and detailed answer explanations.
The AWA requires you to write an analytical critique of a presented argument. The IR questions require you to apply analytical reasoning and math skills to various data-intensive scenarios. The Quantitative section consists of problem solving and data sufficiency questions. These questions test your knowledge and understanding of arithmetic, basic probability and statistics, algebra, and geometry. The Verbal section consists of reading comprehension, sentence correction, and critical reasoning questions. These questions test your ability to read and comprehend unfamiliar written material, to recognize and apply the basic rules of standard written English, and to use logical reasoning and critical thinking.
Beyond the Book
Your purchase of this book gives you so much more than a thousand (and one) questions you can work on to improve your GMAT performance. It comes also with a free, one-year subscription to hundreds of practice questions online. Not only can you access this digital content anytime you want, on whichever device is available to you, but you can also track your progress and view personalized reports that show you which concepts you need to study the most.
What you’ll find online
The online practice that comes free with this book offers the same 1,001 questions and answers that are available here. The benefit of the online questions is that you can customize your online practice to focus on the topics that give you the most trouble. You get to choose the types of questions and the number of questions you want to practice. The online program tracks how many questions you answer correctly versus incorrectly so that you can monitor your progress and spend time studying exactly what you need.
This product also comes with an online Cheat Sheet that helps you increase your odds of performing well on the GMAT. To get the Cheat Sheet, go to www.dummies.com and type “1,001 GMAT Practice Questions For Dummies cheat sheet” in the search box. (No access code required. You can benefit from this info before you register.)
How to register
To gain access to the online version of all 1,001 practice questions in this book, all you have to do is register. Just follow these simple steps:
Find your PIN access code:
Print-book users: If you purchased a print copy of this book, turn to the inside front cover of the book to find your access code.
E-book users: If you purchased this book as an e-book, you can get your access code by registering your e-book at www.dummies.com/go/getaccess. Go to this website, find your book and click it, and answer the security questions to verify your purchase. You’ll receive an email with your access code.
Go to Dummies.com and click
Activate Now.
Find your product (
1,001 GMAT Practice Questions For Dummies
) and then follow the on-screen prompts to activate your PIN.
That’s all there is to it! You can come back to the online program again and again. Simply log in with the username and password you chose during your initial login. No need to use the access code a second time.
For Technical Support, please visit http://wiley.custhelp.com or call Wiley at 1-800-762-2974 (U.S.) or +1-317-572-3994 (International).
Where to Go for Additional Help
The solutions to the practice problems in this book are meant to walk you through how to get the right answers. They’re not meant to teach the material. If certain concepts are unfamiliar to you, you can find help at www.dummies.com. Just type “GMAT” into the search box to turn up GMAT-related information.
If you need more detailed instruction, check out the previously mentioned GMAT For Dummies.
Part 1
The Questions
IN THIS PART …
Practice analytical writing questions.
Answer integrated reasoning questions.
Work on quantitative questions involving problem solving and data sufficiency.
Tackle reading comprehension and sentence correction questions.
Practice critical reasoning questions.
Chapter 1
Analytical Writing Assessment
The Analytical Writing Assessment on the GMAT is one question, presented at the beginning of your test. You are given the question prompt and then a reading passage of several paragraphs that presents an argument. Your task is to write a response to that passage that analyzes the logic presented in the passage. You need to agree or disagree with the argument’s logic and explain why the flaws you see in the argument are problematic.
The Problems You’ll Work On
When working through the Analytical Writing Assessment questions presented here, be prepared to do the following:
Read a longer passage than at any other point on the GMAT. It will present an argument, often around something related to business, education, or science, and that argument will contain flaws.
Analyze the argument for logical flaws and outline a response.
Write a four- to six-paragraph essay based on your outline in which you agree or disagree with the argument, and analyze the flaws within it.
Proofread the essay carefully before submitting it.
What to Watch Out For
To increase your chances of scoring well, make sure to do the following:
Firmly agree or disagree with the argument.
Give yourself enough time to plan, write, and proofread your essay.
Don’t get drawn into an entirely personal response. Your essay must show logic and intelligence.
For Questions 1 through 5, you will be asked to write a critique of the argument presented below. You may, for example, consider what questionable assumptions underline the thinking, what alternative explanations or counterexamples might weaken the conclusion, or what sort of evidence could help strengthen or refute the argument.
Read the argument and the instructions that follow it, and then make any notes that will help you plan your response. Write your response on a separate sheet of paper. If possible, type your essay on a computer or laptop. Observe the 30-minute time limit.
1. A speaker at a role playing games event made the following statement:
“Although role playing games — or RPGs — such as Dungeons & Dragons have been widely criticized for having a negative effect on our youth, encouraging them to be ‘nerds without social skills’ as one reporter put it, this is not a valid viewpoint. If we look at a survey from last year, more young adults who play RPGs value social skills and courtesy than ever before by almost a 2 to 1 margin compared to the same survey from 10 years ago. This evidence suggests that RPGs are actually promoting social interaction and friendship among the young adults playing them. More people should play them.”
Discuss how well-reasoned you find this argument. In your discussion, be sure to analyze the line of reasoning and the use of evidence in the argument. For example, you may need to consider what questionable assumptions underlie the thinking and what alternative examples or counterexamples might weaken the conclusion. You can also discuss what sort of evidence would strengthen or refute the argument, what changes in argument would make it more logically sound, and what, if anything, would help you better evaluate its conclusion.
2. The following appeared in a promotional mailing sent by the publishers of a community directory, encouraging local businesses to buy an ad in the next edition:
“One of the best ways to reach new customers is also one of the cheapest. That’s why it makes sense to purchase an ad in the Stipeville Business Directory! Local business owners who have purchased an ad in years past will tell you the same thing! Did you know that three of our town’s top-ten doctors, two of our top-five caterers, and several of our top pet groomers bought ads last year? And we don’t want to name names, but a local hairdresser forgot to place her ad before our deadline last year, and she reports that her business dropped by 5%! Well, she’s buying an ad this year, and so should you! The Stipesville Business Directory is a must-buy for all local businesses!”
Discuss how well-reasoned you find this argument. In your discussion, be sure to analyze the line of reasoning and the use of evidence in the argument. For example, you may need to consider what questionable assumptions underlie the thinking and what alternative examples or counterexamples might weaken the conclusion. You can also discuss what sort of evidence would strengthen or refute the argument, what changes in argument would make it more logically sound, and what, if anything, would help you better evaluate its conclusion.
3. A school board member recently made the following statement at a meeting:
“I’m concerned about how poorly the students at Richmeade Senior High School are scoring on their standardized tests. Their math tests scores were, in particular, dreadful, scoring about 20 points lower than the students at Richmeade Prep School, which you all know is just down the road. I’ve been investigating what the Prep School does differently and noticed that in April, they do not offer any extracurricular or special activities, including school field trips, dances, and shows, before the tests are given. They also require all students to take the exam in order to graduate. Therefore, I propose that we also ban extracurricular and special activities for the month of May since we give the test in June. That should help our students focus.”
Discuss how well-reasoned you find this argument. In your discussion, be sure to analyze the line of reasoning and the use of evidence in the argument. For example, you may need to consider what questionable assumptions underlie the thinking and what alternative examples or counterexamples might weaken the conclusion. You can also discuss what sort of evidence would strengthen or refute the argument, what changes in argument would make it more logically sound, and what, if anything, would help you better evaluate its conclusion.
4. A recent column in a conventional cosmetic industry newsletter noted:
“Many customers buy organic makeup products because they are concerned about the consequences of the widespread use of chemical class Zbt in the conventional cosmetics industry. It’s part of our job to convince those customers that they’re misinformed. You might begin by pointing out that while chemical class Zbt has been shown — in very high dosages — to cause scarring in animal studies, no study has ever show that its presence causes scarring on human test subjects. You can conclude by noting that there is clearly no reason for even the most concerned customer to waste her money on organic makeup products. Perfectly safe makeup, you can say, is available without the hassle of searching out organic cosmetics.”
Discuss how well-reasoned you find this argument. In your discussion, be sure to analyze the line of reasoning and the use of evidence in the argument. For example, you may need to consider what questionable assumptions underlie the thinking and what alternative examples or counterexamples might weaken the conclusion. You can also discuss what sort of evidence would strengthen or refute the argument, what changes in argument would make it more logically sound, and what, if anything, would help you better evaluate its conclusion.
5. A banking executive recently made the following comments in an address to shareholders:
“North Bank was once run out of a single storefront on Main Street. Now we have five satellite locations around North Town. However, North Bank was more profitable when it only had that single storefront than it is today with 6 locations. Therefore, I’m proposing that we close our five satellite locations and move all of our business to our original location. This will improve our profitability and customers will enjoy the nostalgic feel of doing their business at a single location.”
Discuss how well-reasoned you find this argument. In your discussion, be sure to analyze the line of reasoning and the use of evidence in the argument. For example, you may need to consider what questionable assumptions underlie the thinking and what alternative examples or counterexamples might weaken the conclusion. You can also discuss what sort of evidence would strengthen or refute the argument, what changes in argument would make it more logically sound, and what, if anything, would help you better evaluate its conclusion.
Chapter 2
Integrated Reasoning
The GMAT Integrated Reasoning (IR) section consists of 12 multiple-part questions that must be completed in 30 minutes. Your answers for each of the multiple parts of an IR question must all be correct to get credit for the question. You have access to an onscreen calculator for this section of the test. The IR questions require you to apply critical reasoning and math skills to various data-intensive scenarios. The questions are presented in the following four different formats:
Table Analysis
questions present data in sortable tables. You use the data to choose one of two opposing answer choices for each of three statements.
Two-Part Analysis
questions present a short written explanation of a situation or math problem in which two portions of related information are unknown. You are asked to make two choices, one for each of the unknown portions.
Graphics Interpretation
questions present information in a graph or other visual image. You must complete two missing pieces of information in one or two statements by choosing from drop-down menus.
Multi-Source Reasoning
questions present several sources of information, such as text material, graphs, diagrams, charts, and tables. You must synthesize the information and draw logical conclusions to answer three questions. Two of the questions are multiple-part questions. For these two questions, you choose one of two opposing answer choices for each of three statements. The other question is a five-option multiple-choice question, for which you must select the one best answer choice.
The Problems You’ll Work On
When working through the IR questions in this chapter, be prepared to
Read and understand graphical or visual representations of information.
Recognize cause and effect.
Identify relationships in information.
What to Watch Out For
Don’t make these mistakes:
Being confused because questions present excess data that you don’t need.
Answering questions based on your personal knowledge instead of on the information given.
Failing to pace yourself so that you can answer all the questions in the given timeframe.
6. The table shows data from the U.S. Census Bureau, Manufacturing and Trade Inventories and Sales, May 12, 2017, report on estimated sales, inventories, and inventories-to-sales ratios for domestic activities of retailers in the U.S. To make it easier to observe underlying trends and other non-seasonal movements, the data are adjusted for seasonal variations and, in the case of sales, for trading-day differences and holiday variations. The inventories to sales ratios show the relationship of the end-of-month values of inventory to the monthly sales. These ratios can be interpreted as indicating the number of months of inventory that are on hand. For example, a ratio of 2.5 indicates that a business has enough merchandise on hand to cover two and a half months of sales (Source: U.S. Bureau of the Census, Merchant Wholesalers: Inventories to Sales Ratio).
On the actual exam, the table is interactive, and you can sort it in ascending order by selecting the column title you want to sort by from the drop-down menu above the table. The table below is shown sorted by different column titles to simulate the exam.
Sorted by Kind of Business (Column 1)
© John Wiley & Sons, Inc.
Sorted by Inventories March 2017 (Column 5)
© John Wiley & Sons, Inc.
Sorted by Inventories/Sales Ratios March 2017 (Column 8)
© John Wiley & Sons, Inc.
For each of the following statements, select Yes if the statement is true based solely on the information in the table. Otherwise, select No.
Yes
No
6.1
(A)
(B)
The percent change in sales for the combined domestic activities of retailer businesses from March 2016 to March 2017 is approximately 3.1.
6.2
(A)
(B)
The business that has the highest March 2017 inventory also has the highest March 2017 Inventories/Sales Ratio.
6.3
(A)
(B)
The business that is likely to have less than enough merchandise on hand to cover one month of sales is general merchandise stores.
7. The following table shows stock quotations for 20 companies at the end of a particular trading day in 2018. The table contains the following information: 52-Wk High, the highest price at which a stock has traded over the previous 52 weeks; 52-Wk Low, the lowest price at which a stock has traded over the previous 52 weeks; Stock, the name of the company; Volume (100s), the total number of 100 shares traded that day; High, the highest price of the stock for the day; Low, the lowest price of the stock for the day; Close, the last recorded price of the day when the market closed; and Net Change, the difference between the closing prices of the day and the previous trading day.
On the actual exam, the table is interactive, and you can sort it in ascending order by selecting the column title you want to sort by from the drop-down menu above the table. The table below is shown sorted by different column titles to simulate the exam.
Sorted by Stock (Column 3)
© John Wiley & Sons, Inc.
Sorted by Volume (Column 4)
© John Wiley & Sons, Inc.
Sorted by Close (Column 7)
© John Wiley & Sons, Inc.
Sorted by Net Change (Column 8)
© John Wiley & Sons, Inc.
Each of the following options consists of a stock and a quote category. For each option, select Less than median if, based on the information in the table, the value of the stock’s quote is less than the median of the 20 stocks for that quote category on this day. Otherwise, select Greater than or equal to median.
Less than median
Greater than or equal to median
7.1
(A)
(B)
Company B, Volume (100s)
7.2
(A)
(B)
Company G, Close
7.3
(A)
(B)
Company L, Net Change
8. The following table shows first quarter sales information from 15 retail stores in a metropolitan area. Each of the 15 stores is open 9 a.m. to 9 p.m., Sunday through Saturday. The table contains monthly sales amounts (in thousands of dollars), and the average number of daily sales for January, February, and March of 2018.
On the actual exam, the table is interactive, and you can sort it in ascending order by selecting the column title you want to sort by from the drop-down menu above the table. The table below is shown sorted by different column titles to simulate the exam.
Sorted by Store (Column 1)
© John Wiley & Sons, Inc.
Sorted by Average Number of Daily Sales, Jan. (Column 5)
© John Wiley & Sons, Inc.
Sorted by Average Number of Daily Sales, Mar. (Column 7)
© John Wiley & Sons, Inc.
Sorted by Total Sales Amount, Feb. (Column 3)
© John Wiley & Sons, Inc.
Sorted by Average Number of Daily Sales, Feb. (Column 6)
© John Wiley & Sons, Inc.
For each of the following statements, select Yes if the statement is true based solely on the information in the table. Otherwise, select No.
Yes
No
8.1
(A)
(B)
The median average number of daily sales in January is greater than the median average number of daily sales in March.
8.2
(A)
(B)
The store with the highest total sales in February also had the highest average number of daily sales in February.
8.3
(A)
(B)
More than half the stores reported that the total sales amount in February exceeded the total sales amount in March.
9. Company X currently has 15,000 components in inventory, and company Y currently has 16,000 components in inventory. The number of components produced by company X and the number of components produced by company Y are increasing monthly, each at its own constant rate. Forecasters project that if each company continues to produce an increased number of components at its constant rate, in 20 months both companies will have the same number of components for the first time. Thereafter, in subsequent months, company X will have more components in inventory than company Y.
In the table below, indicate by appropriate selections in the first and second columns which of the rates of increase in the third column is a rate of increase for company X, and which is a rate of increase for company Y that together are consistent with the forecasters’ performance projections. Make only two selections, one in each column.
9.1 Company X
9.2 Company Y
Rate of increase (components per month)
(A)
(A)
30
(B)
(B)
50
(C)
(C)
200
(D)
(D)
250
(E)
(E)
280
10. A teacher is selecting from among items 1 through 6 to purchase with school funds for the classroom mathematics center. The principal has stated the following conditions:
(A) At least one item, but no more than five items must be selected.
(B) If item 1 is selected, then either item 3 or item 4 must be selected, but not both.
(C) If item 4 is not selected, then item 2 must be selected.
(D) If item 6 is selected, then item 3 cannot be selected.
(E) If item 5 is selected, then either item 1 or item 6 must be selected, but not both.
In the table below, indicate by appropriate selections in the first and second columns which number of items in the third column is the minimum number of items that must be selected if item 1 is selected, and which number is the maximum possible number of items that can be selected if item 5 is selected. Make only two selections, one in each column.
10.1 Minimum
10.2 Maximum
Number of items
(A)
(A)
one
(B)
(B)
two
(C)
(C)
three
(D)
(D)
four
(E)
(E)
five
11. A chain discount is a series of discounts applied to the list price of an item. Chain discounts of R% and P% are equivalent to . Ace Company gives chain discounts of 20 percent and 5 percent on the list price of all tools purchased. Deuce Company gives chain discounts of 15 percent and 10 percent on the list price of all tools purchased. For each of the two companies, how much is saved for a purchase of tools that have list prices totally $500?
In the table below, indicate by appropriate selections in the first and second columns which of the savings amounts in the third column is the savings amount if the purchase is from Ace Company, and which is the savings amount if the purchase is from Deuce Company. Make only two selections, one in each column.
11.1 Ace Company
11.2 Deuce Company
Savings amount
(A)
(A)
$62.50
(B)
(B)
$100.00
(C)
(C)
$117.50
(D)
(D)
$120.00
(E)
(E)
$125.00
12. Aziz: Anyone who does not like swimming must not like the ocean either.
Presley: That’s not true. I do not like swimming, but I do like the ocean. I propose that anyone who does not like swimming, does like the ocean.
Aziz: Okay, then I say that anyone who does not like the ocean, does not like swimming.
Presley: And I say liking the ocean is a necessary condition for liking swimming.
Suppose that Aziz’s and Presley’s statements express their committed beliefs. In the table below, indicate by appropriate selections in the first and second columns which of the statements in the third column is a statement about which Aziz and Presley definitely agree, and which is a statement about which Aziz and Presley definitely disagree. Make only two selections, one in each column.
12.1 Definitely Agree
12.2 Definitely Disagree
Statement
(A)
(A)
Anyone who likes the ocean likes swimming.
(B)
(B)
Anyone who likes swimming does not like the ocean.
(C)
(C)
Liking the ocean is a sufficient condition for not liking swimming.
(D)
(D)
Not liking swimming is a necessary condition for liking the ocean.
(E)
(E)
Anyone who likes swimming likes the ocean.
13. On a credit loan of B dollars, a borrower pays R dollars per month for 30 months. The finance charge, FC, in dollars on the loan is the difference between the sum of payments and the amount borrowed.
In the table below, indicate by appropriate selections in the first and second columns which of the expressions in the third column represents the finance charge for this borrower, and which represents the finance charge per $100 borrowed. Make only two selections, one in each column.
13.1 Finance charge
13.2 Finance charge per $100 borrowed
Expression
(A)
(A)
(B)
(B)
(C)
(C)
(D)
(D)
(E)
(E)
14. Set A consists of X numbers and set B consists of Y numbers. The arithmetic average of the numbers in set A is 30, and the arithmetic average of the numbers in set B is 45. When sets A and B are combined, the arithmetic average of the numbers is .
In the table below, indicate by appropriate selections in the first and second columns which of the values in the third column for X and which for Y correspond to an arithmetic average of 35 for the combined sets A and B. Make only two selections, one in each column.
14.1 X
14.2 Y
Value
(A)
(A)
11
(B)
(B)
15
(C)
(C)
18
(D)
(D)
22
(E)
(E)
28
15. Working together, machine X and machine Y can finish a job in 12 hours. Working alone, machine X, the newer model, can finish the same job twice as fast as machine Y, the older model.
In the table below, indicate by appropriate selections in the first and second columns which time (in hours) in the third column for machine X, working alone, and which time (in hours) for machine Y, working alone, are consistent with the information given. Make only two selections, one in each column.
15.1 Machine X
15.2 Machine Y
Time (in hours), working alone
(A)
(A)
14
(B)
(B)
18
(C)
(C)
28
(D)
(D)
36
(E)
(E)
56
16. A small city uses natural gas for heating city buildings. The city manager is interested in investigating the relationship between weekly fuel consumption (measured in millions of cubic feet, abbreviated as MMcf) and weekly average hourly temperature (measured in degrees Fahrenheit) during cold or cool weather in the city. Data are collected for 10 consecutive weeks. The graph below shows a scatter plot of the weekly fuel consumption (MMcf, to the nearest tenth) versus the weekly average hourly temperature (degrees F, to the nearest degree). The solid line is the line of best fit. This line best represents the trend that the points in the scatter plot follow. Its slope is the change in the mean (average) weekly fuel consumption that results from a 1-degree increase in weekly average hourly temperature.
© John Wiley & Sons, Inc.
For each of the following statements, select the best answer to fill in the blank based on the data provided in the graph.
16.1 The relationship between weekly fuel consumption and weekly average hourly temperature is best described as __________.
(A) positive
(B) negative
(C) no relationship
16.2 Using the two data points (39, 10.0) and (46, 9.0) to estimate the slope of the line of best fit, it can be determined that the decrease in the mean (average) weekly fuel consumption, in cubic feet , when the weekly average hour temperature increases by 1 degree is closest to __________.
(A) 70,000
(B) 140,000
(C) 280,000
(D) 350,000
(E) 7,000,000
17. Fifty randomly selected customers were asked to provide information about their dining experiences at restaurants A, B, C, and D. Each customer was asked the following three questions:
Question 1: Did you like the service?
Question 2: Did you like the food?
Question 3: Would you recommend this restaurant to your friends?
The graph shows the results of the survey. Each disk represents the summary of the responses from one of the restaurants. The center of a disk marks the intersection of the percentage of customers who responded favorably to question 1 and the percentage of customers who responded favorably to question 2. The area of the disk indicates the percentage of customers who responded in the affirmative that they would recommend the restaurant to a friend.
© John Wiley & Sons, Inc.
For each of the following statements, select the best answer to fill in the blank based on the information provided in the diagram.
17.1 The percentage of customers at restaurant B who responded favorably to question 2 is __________ times the percentage of customers at restaurant A who responded favorably to question 2.
(A) 1.5
(B) 2
(C) 2.5
(D) 4
17.2 The diameter of disk D is twice the diameter of disk A, indicating that the percentage of customers who would recommend restaurant D to their friends is __________ percent greater than the percentage of customers who would recommend restaurant A to their friends.
(A) 100
(B) 200
(C) 300
(D) 400
18. The probability tree diagram shows probabilities associated with randomly drawing two marbles, one after the other, from two different bags, Bag 1 and Bag 2. Bag 1 contains 10 black, 8 green, and 6 red marbles, all identical except for color. Bag 2 contains 8 black, 2 green, and 2 red marbles, all identical except for color. In the diagram, B represents “the marble drawn is black,” G represents “the marble drawn is green,” and R represents “the marble drawn is red.”
© John Wiley & Sons, Inc.
For each of the following statements, select the best answer to fill in the blank based on the information provided in the diagram.
18.1 The probability that exactly one of the two marbles drawn is red is __________.
(A)
(B)
(C)
(D)
18.2 The probability that both marbles drawn will be the same color is __________.
(A)
(B)
(C)
(D)
19. The following histogram summarizes the scores of 20 students on a 20-question, 100-point chemistry exam. Each question on the exam was scored either 0 points for an incorrect answer or 5 points for a correct answer.
© John Wiley & Sons, Inc.
For each of the following statements, select the best answer to fill in the blank based on the data provided in the graph.
19.1 The mean (arithmetic average) of the 20 exam scores is __________ the median of the 20 exam scores.
(A) greater than
(B) less than
(C) equal to
19.2 The least possible value for the mean (arithmetic average) score on the exam is __________.
(A) 68.25
(B) 68.75
(C) 72.25
(D) 72.75
(E) 75.75
20. A group of 160 senior citizens were asked to provide information about their computer and Wi-Fi access at home. The Venn diagram below shows the survey results. Each symbol represents 10 people in the group of 160 respondents.
© John Wiley & Sons, Inc.
For each of the following statements, select the best answer to fill in the blank based on the data provided in the diagram.
20.1 If one senior citizen is randomly selected from the group, the probability that the person selected has Wi-Fi access at home, given that the person has a home computer, is ________.
(A)
(B)
(C)
(D)
20.2 If one senior citizen is randomly selected from the group, the probability that the person selected has Wi-Fi access, but no computer at home, is ________.
(A)
(B)
(C)
(D)
21. The following graph shows the median annual earnings of full-time, year-round workers ages 25–34, by educational attainment in 2014. Full-time, year-round workers are those who worked 35 or more hours per week at least 50 weeks in 2014.
© John Wiley & Sons, Inc.
For each of the following statements, select the best answer to fill in the blank based on the data provided in the graph.
21.1 For full-time workers ages 25–34, the relationship between educational attainment and median annual earnings in 2014 is best described as __________.
(A) positive
(B) negative
(C) no relationship
21.2 For full-time workers ages 25–34, the median annual earnings in 2014 of those whose highest educational attainment was a bachelor’s degree were close to __________ percent higher than the median annual earnings in 2014 of those whose highest educational attainment was high school completion.
(A) 43
(B) 49
(C) 66
(D) 73
(E) 100
Analyze the following information to answer Questions 22 through 24.
Incentive Program (Tab 1)
Radio station WXXX is owned by Allmedia Investments, Inc. WXXX generates revenue by selling advertising air time. However, due to competition from the internet, television, newspapers, and other radio stations, bringing in advertising dollars is a competitive challenge for WXXX.
To sustain station profitability, WXXX station manager, Rock Talley, with guidance from Kathy Chen, Allmedia’s chief financial officer, created an incentive program to increase annual first-quarter revenues. Under the program, current clients who increase their first-quarter advertising dollars by an additional $25,000 receive an all-expenses-paid 12-day tour of Spain for two people. New clients must purchase $25,000 of advertising to be eligible.
The first quarter of the program ran from January 1 to March 31 of the current year. Throughout the quarter, each client received advertising air time for the $25,000. The cost to WXXX for the trip to Spain was $3,500 for each of the two people, for a total of $7,000 per client.
Talley Memo to Chen (Tab 2)
From: Rock Talley, WXXX Station Manager
To: Kathy Chen, CFO, Allmedia Investments, Inc.
I have two primary concerns about the WXXX advertising incentive program. First, I suspect that clients are purchasing advertising air time that they don’t need in order to obtain the paid trip to Spain. One couple, who has a family-owned business, told me pointblank that the station’s offer induced them to buy the additional advertising. I’m worried that we may be encouraging clients such as this one, who have small businesses and do not employ a paid financial manager, to make unsound business decisions.
Second, based on the results from the first quarter (see the attached table), the incentive program does not appear to be cost-effective. WXXX pays the full cost of $7,000 for the trip to Spain, and it requires a minimum of $10,000 to cover the advertising air time costs for the time sold in the incentive package to the client. Thus, we need $17,000 in additional monies from each incentive program participant to break even from the program. We should be realizing a net profit of $8,000 per client participant. However, in actuality, because our sales personnel offered reduced rates to current clients that had quarterly contracts, only a few clients paid the full $25,000 that was necessary for program eligibility.
Table 1. First Quarter Incentive Program (Tab 3)
The table shows the business name of each client who participated in the incentive program during the first quarter, the total amount of advertising dollars received from the client upon accepting the station’s trip offer, and the amount of these advertising dollars that are additional monies not already accounted for in a quarterly contract with the client.
Client’s Business Name
Total Advertising Dollars
Additional Monies
Alltech Electronics
$55,000
$10,000
Apex Auto Repair*
$25,000
$25,000
Beamer’s Burger Joint
$25,000
$12,000
Citywide Car Rental
$28,000
$17,000
Fisher’s Fine Furniture
$35,000
$15,000
Goldie’s Bookstore
$21,000
$10,000
Half-Price Jewelry
$32,000
$18,000
Hub Diner
$26,000
$17,000
JJ’s Sporting Goods
$30,000
$14,000
Kishan’s Restaurant
$22,000
$14,000
Luxury Motel*
$25,000
$25,000
Patel’s Clothing Store
$28,000
$25,000
TOTAL
$352,000
$202,000
* New client
22. For each of the following statements, select Yes if the statement is reasonably inferable from the given information. Otherwise, select No.
Yes
No
22.1
(A)
(B)
It is of primary importance to Chen that the incentive program yields a net profit.
22.2
(A)
(B)
Talley feels the incentive program is not working as expected and, therefore, should be discontinued.
22.3
(A)
(B)
Talley is uncomfortable with WXXX being involved with clients in the way the incentive program requires.
23. For each of the following statements, select Yes if the statement is true based on the given information. Otherwise, select No.
Yes
No
23.1
(A)
(B)
The advertising incentive program yielded a deficit of $2,000.
23.2
(A)
(B)
Less than half of current clients that participated in the incentive program added sufficient advertising dollars for WXXX to recoup the cost of the incentive program.
23.3
(A)
(B)
The median amount of additional advertising purchased by current clients participating in the incentive program was $16,000.
24. Which of the following statements, if given by Chen in response to Talley’s memo, would indicate most clearly that Chen is in favor of continuing the program?
(A) Acknowledged expenses for the incentive program do not include secondary costs such as car rentals and client gifts while on the trip.
(B) Positive client relationships are beneficial intangibles whose dollar value cannot be measured.
(C) Some program participants might turn out to be one-time advertisers, attracted only by the trip to Spain.
(D) Some clients might start to resent the $25,000 requirement for program eligibility.
(E) From a business standpoint, offering incentives to advertisers builds solid client relationships.
Analyze the following information to answer Questions 25 through 27.
Memo to district administrators from Superintendent Chewel (Tab 1)
From: Superintendent Chewel, Cityville ISD
To: All district administrators
This memo is to inform you of an exciting initiative that has been approved by the Cityville Independent School District Board of Trustees. The board has established a committee consisting of representative teachers and administrators from across the district, a school board member, parent members, and student representatives to implement a district-wide campaign to increase water consumption by students in Cityville ISD schools. The committee has already received federal and state authorization for the campaign. The campaign will be known as the Drink Water Campaign, or the DW Campaign, for short.
The idea for this campaign came to the board from a local dental hygienist who presented compelling evidence from the U.S. Department of Health and Human Services, the U.S. Centers for Disease Control and Prevention, the American Dental Association, and the American Dental Hygienists Association on the importance of water consumption to the oral health of children. The two main takeaways of the hygienist’s presentation are the following:
Sugar-sweetened beverages (SSBs), such as soda, provide calories with no beneficial nutrients and are associated with a greater risk of dental caries.Given that 63 percent of youth in the U.S. consume at least one SSB daily, there is a need to motivate children to drink water instead of SSBs.As across the U.S., the 84,000 students in Cityville ISD schools do not drink enough water, with many preferring instead to drink SSBs, which puts them at risk of dental caries. The primary goal of the DW Campaign is to increase water consumption, while decreasing SSB consumption, by students in Cityville ISD schools for the purpose of improving their oral health.
A logic model and narrative for the campaign are attached.
DW Campaign Logic Model (Tab 2)
© John Wiley & Sons, Inc.
Logic Model Narrative (Tab 3)
This logic model for the Drink Water (DW) campaign graphically depicts a campaign to increase consumption of water, in lieu of sugar-sweetened beverages (SSBs), by students in Cityville ISD schools for the purpose of improving their oral health. The model shows the logical connections that flow from inputs to outputs to short-, intermediate-, and long-term outcomes. Enlisting the support of parents and the parent teacher organization (PTO) is vital to the campaign’s success. Also, the assistance of state- and district-level partners/stakeholders including the State Department of Health Services Oral Health Program (DSHS OHP), the school Health Advisory Council (SHAC), and the State Dental Association (SDA) will increase the likelihood of anticipated outcomes. Evaluation will occur on a yearly basis by analysis of data from parent and teacher surveys regarding student water and other-beverage consumption behavior, and from parents’ reports of their children’s oral health.
25. For each of the following statements, select Yes if the statement is reasonably inferable from the given information. Otherwise, select No.
Yes
No
25.1
(A)
(B)
Superintendent Chewel is supportive of the DW Campaign.
25.2
(A)
(B)
A board of trustee member will chair the DW Campaign committee.
25.3
(A)
(B)
The DW Campaign is in compliance with federal and state policies.
26. The DW Campaign logic model has underlying assumptions that are necessary existing conditions for attainment of the campaign’s intended outcomes. For each of the following statements, select Yes if the statement is a reasonable assumption of the logic model. Otherwise, select No.
Yes
No
26.1
(A)
(B)
Funding for the campaign can be secured.
26.2
(A)
(B)
Students can and will be motivated to change.
26.3
(A)
(B)
Local celebrities/athletes can be recruited.
27. Assuming the Cityville ISD students follow the national trend with regard to consumption of sugar-sweetened beverages, the number of students in the district who consume at least one sugar-sweetened beverage on a given day is closest to which of the following?
(A) 31,000
(B) 37,000
(C) 42,000
(D) 53,000
(E) 63,000
Chapter 3
Quantitative: Problem Solving
The Problem Solving questions are mixed in with the Data Sufficiency questions to make up the 37 questions of the GMAT Quantitative section, which must be completed in 75 minutes. (The directions specifically for the question types will be presented each time they appear.) Problem Solving questions are multiple-choice questions with five answer choice options. You must select the one best answer choice. No calculators are permitted during the Quantitative section.
The Problems You’ll Work On
When working through the problem solving questions in this chapter, be prepared to answer questions based on your understanding of
Basic math,
including fractions, decimals, ratios and proportions, percents, and exponents.
Probability and Statistics,
including counting techniques, permutations and combinations, basic probability, arithmetic mean, median, mode, and standard deviation.
Algebra,
including polynomials, linear equations and inequalities, quadratic equations, basic function concepts, and systems of linear equations.
Geometry,
including angles, lines, two-dimensional shapes, three-dimensional solids, perimeter, area, surface area, volume, the Pythagorean theorem, and coordinate geometry.
Word problems,
including, percentages, rate-time-distance, consecutive integers, ages, work rate, coins, divisibility, factors, multiples, sequences, and equation setup.
What to Watch Out For
Try to avoid these common mistakes:
Writing expressions on the erasable notepad incorrectly, instead of recording carefully.
Making careless arithmetic errors, such as adding fractions incorrectly.
Making algebra mistakes, such as solving equations incorrectly.
Formulating an equation incorrectly because you overlooked something.
Failing to answer the question asked in a word problem, such as finding the value of
x
instead of the value of 2
x.
Spending too much time on a question that it is too difficult for you instead of making a guess and moving on.
