Veritas Prep Errata PDF

Dear Veritas Prep student:
We are extremely happy that you have chosen to study with the 2012 version of the
Veritas Prep lesson books, which we firmly believe will provide you with the best GMAT
preparation available anywhere. As with the first release of anything new, however,
these books do contain a handful of typos.
The attached pages include reprints of each page on which your books contain a typo.
These corrected pages will allow you to complete your books, by simply printing the file
and inserting the replacement pages according to their book and page numbers. To use
this file, please take note of the book-by-book dividers within, as all of the Arithmetic
fixes will come after the Arithmetic cover page, the Algebra fixes will come after the
Algebra cover page, etc.
We thank you for your patience with these errors and replacements and hope that they
don’t get in the way of the true value of the books that you’re using. We’re confident
that these lessons represent your best opportunity to maximize your GMAT score, and
we’re honored to be a part of your study program.
Happy studying!
The Veritas Prep Academic Team

Foundations
of GMAT Logic
GMAT OVERVIEW
Format of the GMAT
GMAT OVERVIEW
Format of the GMAT
Sections Questions Allotted Time
Interactive Tutorial 0
Analytical Writing Assessment 1 30 minutes
Integrated Reasoning 12 30 minutes
Optional break 8 minutes
Quantitative 37 75 minutes
Problem Solving/Data Sufficiency
Optional break 8 minutes
Verbal 41 75 minutes
Sentence Correction/Critical Reasoning/Reading Comprehension
Total Time: Approximately 3 hours, 50 minutes
Content on the GMAT
Analytical Writing Assessment The Analytical Writing Assessment (AWA) is the first
section of the GMAT, and provides schools with a writing sample with which to gauge
your communication ability. In the 12th lesson of this course you will learn strategies to
master the AWA efficiently, saving mental stamina for the remainder of the test while
posting a high score.
Foundations | 9
Arithmetic
SKILLBUILDER
Multiplication and Division Decimal Drills
1. Which is greater: 102.4 ÷ 25.6, or 1.25 • 3.25?
2. Which is greater: 2.25 ÷ 0.15, or 7.501 • 2.22?
3. What is 25.6 • 0.16?
4. What is 8.1 ÷ 2.7?
5. What is 24.36 ÷ 1.2?
SKILLBUILDER
6. What is 222.2 ÷ 1.1?
7. Which is greater: 100, or 24.445 • 3.98125?
8. Which is greater: 2.25 • 0.4, or (0.3)2?
9. Which is greater: (0.3)4 or (0.9)2?
10. Which is greater: 1.234 ÷ 0.01234, or (1.234)3?
Arithmetic | 39
SKILLBUILDER
Adding and Subtracting Fractions Drill

1 1 1
1. What is the sum of 4
+ 3
+ 6
?
2 1 1 1
2. What is the result of 9
+ 4
– 6
+ 18 ?
2 1 3 3
3. What is the result of 5
– 10
+ 4
– 20 ?
Lowest Common Denominator
SKILLBUILDER
When adding and subtracting fractions you can simplify calculations and save time
by finding the lowest common denominator. To do so, recognize that the process
of finding the lowest common denominator (LCD) is the same as finding the least
common multiple of the denominators.
As an exercise, find the lowest common denominator of the fractions:

1 1 1 1
What is 6
+ 8
+ 9
+ 10 ?
Arithmetic | 55
Adding and Subtracting Fractions Drill Solutions
3
1. 4
13
2. 36
9
3. 10
LCD Solution
The least common multiple of 6, 8, 9, and 10 is:
6 = 2 • 3
8 = 2 • 2 • 2
9=3•3
10 = 2 • 5
LCM = 2 • 2 • 2 • 3 • 3 • 5 = 360
So the problem can be rewritten as:

60 45 40 36 181
360
+ 360
+ 360
+ 360
= 360
Arithmetic | 56
SKILLBUILDER
Factors/Multiples/Divisibility Drill
Please do the prime factorization for each of the following integers:
1. 56
2. 46
3. 36
4. 42
5. 24
SKILLBUILDER
6. 81
7. 32
8. 74
9. 124
10. 343
11. 707
12. 10,000
13. What are all the positive factors of 56?
Arithmetic | 65
Greatest Common Factor
The greatest common factor (GCF) is the largest number that divides evenly into each
of a given set of numbers.
Calculating the GCF is similar to calculating LCM. The first step is to express each
number as the product of its prime factors. With the GCF, however, your job is to find
exactly what is common between them. For example:
What is the greatest common factor of 10 and 20?
10: 2 • 5
20: 2 • 2 • 5
The pairing of 2 • 5 is common to both, so 10 is the greatest common factor.
What is the greatest common factor of 12 and 18?
12: 2 • 2 • 3
18: 2 • 3 • 3
Each of 12 and 18 has a common 2 • 3, so 6 is the greatest common factor.
N O T E : 2 and 3 are each “common factors,” but for the greatest common factor, you
need to find all of the matching prime factors.
What is the greatest common factor of 36, 72, and 162?
36: 2 • 2 • 3 • 3
72: 2 • 2 • 2 • 3 • 3
162: 2 • 3 • 3 • 3 • 3
The greatest common factor is 2 • 3 • 3 = 18.
Arithmetic | 68
2. Percentages must be taken “of” a value.
Percentages don’t exist on their own; they must represent a fraction of an existing
value. Perhaps the single greatest mistake that examinees make with percent
questions is that they often take the percentage of the incorrect value. When
taking a percentage, ask yourself the question “of what?” so that you organize your
thoughts appropriately. Consider this example:
Example
What is 25 increased by 20%?

20
25 + 100 …
The answer clearly isn’t 25.2, so what comes next?
The 20% must be a fraction of a value; in this case, it’s a fraction of itself.
25 increases by 20% (of itself)

20
25 + 100 (25) =
1
25 + 5
(25) = 25 + 5 = 30
Percent Increases and Decreases
Increases by  + Decreases by  –
Examples
10 increases by 20% 20 decreases by 20%

20 20
10 + 100 (10) 20 – 100 (20)
200 400
10 + 100 20 – 100
10 + 2 = 12 20 – 4 = 16
Arithmetic | 82
SECTION 1: ARITHMETIC CALCULATIONS
1 Division
Division
In the previous subtraction and multiplication examples, you have seen how the authors
of the GMAT can take a simple operation that you have performed nearly all your life and
make it confusing. Strategically, it’s often helpful to perform that same operation with
small numbers in a “parallel problem” so that you can isolate steps and relationships in
those operations.
Traditionally, students have struggled the most with this abstract/reverse application of
standard operations when division has been involved. Consider this problem:
m
3. When m is divided by n, the remainder is 14. If n = 65.4 , what is the value of n?
(A) 14
(B) 27
(C) 35
(D) 42
(E) 45
LESSON
Arithmetic | 97
SECTION 2: FACTORS, MULTIPLES, AND THE NUMBER LINE
2 Divisibility Rules
Divisibility Drill
Is 21,865,014 divisible by:
3?
6?
9?
321
Reduce 219
:
LESSON
73
Solutions to Divisibility Drill: Yes, Yes, Yes,
107
A r i t h m e t i c | 111
Review from Skillbuilder: LCM and GCF
Least common multiple: the smallest non-zero number that is a multiple of two or
more numbers
Greatest common factor: the largest number that divides evenly into each of a given
set of numbers
Finding the LCM or GCF starts with the prime factorization of the numbers involved, as
you will see in the drills below.
Example
Find the LCM of 56 and 20.
Prime factorization of 56 = 2 • 2 • 2 • 7, which can be written as 23 • 7.
Prime factorization of 20 = 2 • 2 • 5, which can be written as 22 • 5.
To determine the least common multiple (as with lowest common denominators,
where you are finding the lowest common multiple of the various denominators),
you must pick out each unique prime integer (in this example: 2, 5, 7) from the prime
factorization of the numbers involved and represent each of those numbers with the
highest exponent that appears in any one of the numbers involved (in other words,
greatest number of times they appear). The least common multiple in this example is
23 • 5 • 7 = 280.
Example
Find the GCF of 110 and 66.
Prime factorization of 110 = 2 • 5 • 11
Prime factorization of 66 = 2 • 3 • 11
To determine the greatest common factor, you must pick out what is exactly in common
from the sets of prime factors. Here 110 and 66 share only one 2 and one 11, so the
greatest common factor is 2 • 11 = 22.
Arithmetic | 128
HOMEWORK
HOMEWORK
Calculations
3
27. Which of the following is greater than ?
4
5
(A) 8
37
(B) 50
17
(C) 24
7
(D) 9
7
(E) 11
HOMEWORK
Arithmetic | 175
(.0032) (.028) (100)
44. (.008) (.07) (50)
(A) .16
(B) .32
(C) 3.2
(D) 32
(E) 64
Arithmetic | 192
a
54. For positive integers a and b, b = 0.6 . Which of the following CANNOT be the
value of a?
(A) 42
(B) 63
(C) 105
(D) 137
(E) 174
Arithmetic | 202
HOMEWORK
61. If x is y percent of z, is y greater than 100?

z
(1) x = 0.8
(2) x decreased by 20% is equal to z.
(A) Statement (1) ALONE is sufficient, but statement (2) alone is not
sufficient to answer the question asked
(B) Statement (2) ALONE is sufficient, but statement (1) alone is not
(C) BOTH statements (1) and (2) TOGETHER are sufficient to answer the
question asked, but NEITHER statement ALONE is sufficient
(D) EACH statement ALONE is sufficient to answer the question asked
(E) Statements (1) and (2) TOGETHER are NOT sufficient to answer the
question asked, and additional data are needed
HOMEWORK
Arithmetic | 209
HOMEWORK
73. Which of the following values is greatest?
(A) 11% of 89
(B) 22% of 78
(C) 33% of 67
(D) 44% of 56
(E) 55% of 45
HOMEWORK
Arithmetic | 221
Ratio
74. An orange drink contains 2 ounces of real orange juice per 100 ounces of the
orange drink. If a bottle contains 32 ounces of the drink, how many ounces of
real orange juice does it contain?
2
(A) 100
2
(B) 68
2
(C) 32
32
(D) 100
64
(E) 100
Arithmetic | 222
96. If x and y are integers and 450x = 120y, which of the following must be an
integer?
xy
(1) 60
15x
(2) 4y
4x
(3) 15y
(A) I only
(B) II only
(C) I and III only
(D) I and II only
(E) I, II, and III
Arithmetic | 242
98. What is the value of integer x?
(1) The lowest common multiple of x and 16 is 48.
(2) The greatest common factor of x and 16 is 4.
Arithmetic | 244
HOMEWORK
101. For nonnegative integers x and y, 30x = 49y. Which of the following must be
true?
(1) x > y
y
(2) 10 is an integer.
—
√x
(3) is an integer.
7
(A) I only
(B) II only
(C) III only
(D) I and II
(E) II and III
HOMEWORK
Arithmetic | 247
a b c
102. If a, b, and c are positive integers and 6 + 5 = 30 , is c divisible by 5?
(1) b is divisible by 5.
(2) a is even.
Arithmetic | 248
answer key
Answer key
lessons Homework
1. B 14. B 27. D 43. B 59. E 75. D 91. B 107. B
2. D 15. C 28. C 44. B 60. E 76. D 92. E 108. E
3. C 16. B 29. A 45. B 61. D 77. B 93. D 109. E
4. A 17. E 30. C 46. B 62. C 78. E 94. D 110. C
5. B 18. B 31. D 47. B 63. C 79. C 95. E 111. D
6. C 19. E 32. C 48. D 64. B 80. A 96. D 112. E
7. D 20. C 33. C 49. C 65. A 81. D 97. C 113. B
8. E 21. B 34. D 50. A 66. D 82. D 98. C 114. E
9. E 22. B 35. D 51. D 67. D 83. C 99. D 115. B
10. E 23. E 36. B 52. A 68. A 84. A 100. A 116. C
11. B 24. E 37. D 53. A 69. E 85. B 101. B 117. C
12. C 25. D 38. D 54. D 70. C 86. D 102. A 118. E
13. C 26. D 39. A 55. B 71. D 87. B 103. D 119. C
40. B 56. A 72. C 88. D 104. C 120. D
41. E 57. C 73. E 89. C 105. E
42. C 58. A 74. E 90. C 106. B
Arithmetic | 269
Algebra
SKILLBUILDER
Multiply by 1 Drills
4x
3
1. What is 5x ?
9
( 125x + 3x4 )
2. What is x ?
6
SKILLBUILDER
3y
y+
2
3. What is 1 ?
4
3n 7n
4. Simplify: n + 2
– 3
.
5x
x+
6
5. What is 1 ?
4
Algebra | 17
Solutions to Multiply by 1 Drills
4x
1. Multiply the top and bottom by 9: ( )( ) =
3
5x
9
9
12x
5x
= 12
5
9
( 125x + 3x4 )
2. Multiply the top and bottom by 12:
x ( )= 12
12
5x + 9x
2x
= 14x
2x
=7
6
3y
y+ 2 4y + 6y
3. Multiply the top and bottom by 4: = 1 = 10y
1
4
6n + 6(3n) – 6(7n)
6: 2 3 6n + 9n – 14n n
4. Multiply all terms by = 6 = 6
6 6
5x
x+
6
5. Multiply the top and bottom by 12: 1
4
( )=12
12
12x + 10x
3
= 22x
3
Algebra | 18
SKILLBUILDER
Roots
While exponents ask you to multiply a value by itself a number of times, roots do exactly
the opposite. Roots, instead, ask: What number multiplied by itself (a certain number
of times) will produce this value? The most common root, the square root, asks: What
number, squared, will produce this value? Accordingly, the square root of 16 asks for a
number that, when squared, will produce 16. That number is 4, as you see in the first
example below. Even though all positive numbers technically have two square roots (a
—–
positive one and a negative one) the symbol √ represents only the “principal”—that
is, the positive—square root. Furthermore, the word "principal" is often omitted, so
that even when we say just “square root,” we are referring to the positive square root
only.
SKILLBUILDER
Examples
If x2 = 16, then x = 4 OR –4 because 42 = 16 AND (–4)2 = 16 BUT

—–
√ 16 = 4 only
——
√ 254 = 25 because ( 25 ) = 254 2
—–––––– —––––––
√ 16 • 36 = √ 42 • 62 because (4 • 6)2 = 42 • 62 = 16 • 36
—–
√ x12 = x6 because (x6)2 = x6 • 2 = x12
(√—–
x )2 = x by definition. The process of finding the square root and then squaring it is
analogous to adding a value to x and then turning right back around and subtracting
that value again, or to dividing x by some value and then immediately multiplying
the result back by that value. Just as addition and subtraction “undo” each other (i.e.,
cancel each other’s effect) and just as multiplication and division do as well, so, too, do
taking square roots and squaring precisely counteract each other. Note here that only
positive values of x have real square roots, since it is impossible to multiply any real
number by itself to yield a negative number (negative • negative = positive; positive •
positive = positive).
—–
√ x2 = |x|, since regardless of whether x itself is positive or negative, squaring it will
—–
yield a positive number, and then the √ will instruct us to take specifically the
positive square root of that number.
NOTE: While there are many roots, which we will cover in the coming pages, the
—–
standard is the principal square root, and the radical sign, √ , with no other notations,
represents precisely that.
Algebra | 47
Roots Drills
—– —– —–
1. Simplify √ 2 + √ 8 + √ 32
—
2. What is √ ?
4
9
—–––
—–
3. What is √√ 16 ?
—– —– —–
4. Simplify √ 27 + √ 75 + √ 48
—–
5. What is 3√ 82 ?
—– —–
√ 8 + √ 18
6. What is —– —– ?
√ 2 + √ 32
—– —– —–– —–
7. If √ x + √ 50 = √ 16x + √ 8 , what is x?
—
8. What is √ ?
36
225
—–– —–– —––

9. Simplify √343 + √112 + √ 63
—–– —––
√ 363 + √ 300
10. What is —– —– ?
√ 75 + √ 12
Algebra | 50
Solutions to Inequalities Drills
1. 12 + 3x > 15 + x
3
x> 2
1
2. 0 > x and – x > 17
1
– 17 < x < 0
3. 13 – 4x < 5 + 2x
4
x> 3
4. 12 + y > 4 – x and 12 – 3y > 9

x > –8 – y ; y < 1
5. 14 – x < y < 2x – 1
y+1
x > 14 – y ; x > 2

Algebra | 56
SKILLBUILDER
Absolute Value
Absolute value, denoted by the symbol |n|, gives a quantity’s “distance from zero.”
-3 -2 -1 0 1 2 3
On the number line, 3 and –3 are equally far from 0 on each side. Therefore, they have
the same absolute value.
When using absolute value in algebraic terms, it is important to note that there are two
possible “input” values behind every absolute value: If a variable has an absolute value
of 5, for example, the variable could be either 5 or –5, because each of those values is
SKILLBUILDER
five units away from zero:
|x| = 5  x could be 5 or –5, because |–5| = 5 and |5| = 5
Accordingly, any equation in which an expression within absolute value bars is equated
to some numerical value needs actually to be seen as two possible equations with no
absolute value bars: one that equates the quantity that was within the absolute value
bars to the numerical value given, and another that equates the quantity that was
within the absolute value bars to the opposite of the numerical value given.
|x + 5| = 10 
x + 5 = 10 OR x + 5 = –10
−5 − 5 −5 − 5
x = 5 OR x = −15
|2x – 3| = 7 
2x – 3 = 7 OR 2x – 3 = –7
+3 +3 +3 +3
2x = 10 2x = −4
x = 5 OR x = −2
Algebra | 57
SECTION 3: QUADRATICS
3 The Quadratic Formula: You Won’t Use it!
The Quadratic Formula: You Won’t Use it!
For quadratics in the form ax2 + bx + c = 0, you can find the solutions employing the
quadratic formula:
—–––––––
– b ± √ b2 – 4ac
x=
2a
But recognize this: That formula is a long one to memorize if you don’t already have
it committed to memory based on your prior math experience. It’s a bit tedious to
employ. And the GMAT isn’t apt to require memorization for memorization’s sake. On
the GMAT, two options should present themselves long before you ever have to employ
the quadratic formula:
1. You can factor the equation using the method from the previous page.
2. Y
ou can plug in answer choices as potential values of x, probably much quicker
than you could calculate using the quadratic formula.
Simply put, if you already have the quadratic formula memorized and in the “active”
part of your brain, there’s a small chance that it could come in handy. If not, look for
the opportunity to either factor of back-solve, and don’t worry about memorizing this
formula.
LESSON

Algebra | 115
5 SECTION 5: INEQUALITIES
Inequalities with Absolute Value
Inequalities with Absolute Value
While there are two approaches to these types of inequality problems, the most reliable
is to create two separate inequalities that consider the two possible scenarios given
by the absolute value sign (positive/zero and negative). Consider the following two
examples:
|x| < 5
In this case, the absolute value of x is less than 5, and there are two possible scenarios:
Either x is positive/zero or negative. If x is positive or zero, then the following case is
true: x < 5. However, if x is negative, then the following inequality is true: -x < 5 or, after
manipulating by –1, x > –5.
Taking them together, we know that x < 5 and x > –5. This can also be written as –5 <
x < 5.
Here is the visual representation of that on the number line:
–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6
|x| > 5
In this case the absolute value of x is greater than 5, and again there are two possible
LESSON
scenarios:
Either x is positive or negative. If x is positive, then the following case is true: x >
5. However, if x is negative, then the following inequality is true: –x > 5 or, after
manipulating by –1, x < –5. Taking them together, we know that x > 5 or x < –5, which
cannot be written as one statement. Here is the visual representation of that on the
number line.
–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6
Summarized in simplistic terms, absolute values with inequalities can be considered in

the following manner:
|x| < y means −y < x < y
|x| > y means x > y or x < –y
Algebra | 135
HOMEWORK
—–– 1
56. If 5 • x√ 125 = 1x , then x =
5
(A) –4
–1
(B) —
√2
(C) 0
1
(D) —
√2
(E) 1
HOMEWORK
Algebra | 189
93. In the sequence 1, 2, 2, …, an, …, an = an-1 • an-2. The value of a13 is how many
times the value of a11?
(A) 2
(B) 23
(C) 232
(D) 264
(E) 289
Algebra | 226
HOMEWORK
94. The infinite sequence a1, a2, …, an, … is such that a1 = 7, a2 = 8, a3 = 10, and
an = an – 3 + 7 for values of n > 3. What is the remainder when an is divided by 7?
(1) n is a multiple of 3.
(2) n is an even number.
sufficient.
sufficient.
(C) BOTH statements TOGETHER are sufficient, but NEITHER statement

ALONE is sufficient.
(D) EACH statement ALONE is sufficient.
(E) Statements (1) and (2) TOGETHER are NOT sufficient.
HOMEWORK
Algebra | 227
Geometry
Solutions
1. What is the surface area of a cube with volume 8 cm3?

24 cm2
2. What is the volume of a cylinder with radius 3 and height 8?

72π
3. What is the surface area of a cylinder with radius 3 and height 8?

66π
4. What is the greatest distance between any two points on a cylinder with radius
4 and height 8?
__
√2
8
Geometry | 52
SECTION 6: DIMENSIONAL SHAPES
6 Essential Properties of Common 3-D Shapes
SECTION 6: 3-DIMENSIONAL SHAPES

The only other major geometry concept area that is tested on the GMAT is 3-D shapes.
While that may seem like an entirely new category, the GMAT only explicitly tests 3-D
shapes that are based on everything you just learned from the previous questions. The
only difference is that one dimension is added. You are responsible, for example, for a
cube:
ESSE NTIAL PRO PE R TI ES O F CO M MO N 3- D SHAPES
A cube: a square with a depth component.

• Volume = (side)3
• Surface area = 6(side)2
A cylinder: a circle with a height component.

• Volume = area of a circle • height of the cylinder
• Surface area = area of two circles + area of the
rectangle formed by the height of the cylinder and
the circumference of the circle.
A rectangular box: a rectangle with a height component.

• Volume = length • width • height
• Surface area = Add the areas of all six sides.
LESSON
But if a question asks about a cone or sphere, for example, any necessary formulas (e.g.,
volume) will be specifically provided to you. 3-D shape problems require you to think
spatially and to leverage what you know about the 2-D shapes that comprise them.
Over the next few pages you will see multiple examples of how the GMAT tests 3-D
shapes.
Geometry | 109
LE AR NING BY DOING
Geometry Is Often “Surprisingly Sufficient”
To start on this problem, it bears mentioning that, as geometry on the GMAT is really
the art of leveraging known assets, you should be extremely leery of answer choice E in
a Data Sufficiency context. Answer choice E doesn’t mean “I can’t solve this problem,”
but rather “this problem cannot be solved”—not by Stephen Hawking, Will Hunting, or
Chad Troutwine himself.
By the same token, you don’t really have to solve the problem to know that a statement
(or both statements) is sufficient; if you know that, given the proper amount of time,
patience, and facility with algebra, one could solve the problem; that proves sufficiency
well enough. On Geometry-based Data Sufficiency problems, you often won’t actually
do the math, but just be sure you can reach the finish line.
To attack this problem efficiently, first consider the given information. The fact that the
rectangle is perfectly inscribed within a circle means that the line CB is the diameter
of the circle (which is a key component of finding the arc length), and that multiplying
any two adjacent sides of the rectangle (for example, AC • AB) will give you the area
of 40. You should also know that the diameter line, CB, is the hypotenuse of a right
triangle with sides of AC and AB, and of a right triangle with sides of BD and CD. So the
Pythagorean Theorem is in play.
Statement (1) provides the sum of the measures of angles m and n. But also important
is the fact that, because triangles CAB and CDB are congruent, angle m equals angle n.
(You could also prove this by noting that lines CD and AB are parallel and intersected
by the same line CB.) So if m + n = 60 and m = n, then m = 30 and n = 30. Because both
triangles are right triangles, then angles j and k must each equal 60. And knowing that
you’re dealing with 30-60-90 triangles, you can determine that line AC (across from
the 30-degree angle m) and line AB (across from the 60-degree angle k) have the ratio
— —
x: x√ 3 . So AB • AC = 40 (the area of the rectangle) and AB = AC • √ 3 . This should be
enough for you; you know that you will be able to determine the lengths of either of
—
those sides, and then complete the ratio x : x√ 3 : 2x ratio of 30-60-90 triangles to find
the diameter CB, with which you can find the circumference of the circle. Knowing the
circumference, you can then use the inscribed angle j to find the proportion of arc CD
to the overall circumference. Because this is a Data Sufficiency question, the actual
numbers do not matter! Just that you can find a direct path to finding a solution if you
did want one is enough.
Geometry | 124
HOMEWORK
28. A pizza with diameter of 12 inches is split into eight equally sized pieces. Four
non-adjacent pieces are removed. What is the perimeter AOBCODEOFGOHA
of the pizza now, including the inside edges of the slices?
(A) 48π + 48
(B) 24π + 48
(C) 24π + 24
(D) 6π + 48
(E) 6π + 24
HOMEWORK
Geometry | 137
Data
Sufficiency
B C
A D
25. In parallelogram ABCD above, what is the measure of angle ADC?
(1) The measure of angle ADC is greater than 90 degrees.
(2) The measure of angle BCD is 70 degrees.
Data Sufficiency | 108

HOMEWORK
32. Is x > y?
(1) x = y + 2
(2) x = y – 1
2
HOMEWORK

HOMEWORK
Q R
P T S
78. In the figure above, QRS is a straight line and QR = PR. Is it true that lines TR and
PQ are parallel?
(1) Length PQ = Length PR
(2) Line TR bisects angle PRS.
question asked, and additional data are needed HOMEWORK

HOMEWORK
88. What is the value of x + y?
4x2 – 4y2
(1) = 2x – 2y
2(x+y)
(2) 3x + 2y = 24
(F) Statement (1) ALONE is sufficient, but statement (2) alone is not
(G) Statement (2) ALONE is sufficient, but statement (1) alone is not
(H) BOTH statements (1) and (2) TOGETHER are sufficient to answer the
(I) EACH statement ALONE is sufficient to answer the question asked
(J) Statements (1) and (2) TOGETHER are NOT sufficient to answer the
HOMEWORK

ANSWER KEY
ANSWER KEY
LESSONS HOMEWORK
1. B 10. B. 18. C 36. A 54. C 72. D 90. E 108. B
2. C 11. E 19. E 37. B 55. B 73. E 91. C 109. A
3. D 12. C 20. B 38. E 56. A 74. A 92. E 110. D
4. A 13. D 21. E 39. C 57. D 75. E 93. D 111. C
5. E 14. A 22. B 40. E 58. E 76. D 94. A 112. C
6. E 15. A 23. E 41. C 59. B 77. B 95. D 113. E
7. C 16. A 24. C 42. D 60. A 78. B 96. C 114. C
8. A 17. D 25. B 43. C 61. B 79. A 97. B 115. D
9. C 26. B 44. C 62. E 80. D 98. A 116. A
27. D 45. D 63. A 81. E 99. A 117. A
28. E 46. D 64. D 82. C 100. B 118. E
29. D 47. D 65. B 83. D 101. A 119. D
30. D 48. E 66. D 84. A 102. A 120. E
31. C 49. B 67. E 85. E 103. E 121. A
32. A 50. C 68. E 86. D 104. B 122. D
33. A 51. E 69. A 87. C 105. A 123. A
34. E 52. D 70. C 88. E 106. B 124. D
35. A 53. A 71. B 89. E 107. A 125. A

Advanced
Verbal Strategy
SECTION 2: ADVANCED SENTENCE CORRECTION
2 Misdirection: Selling the *ODorrect Answer
SKILLS ME ET STR ATEGY

Meaning Matters Most
This problem demonstrates clearly that logical meaning matters most in GMAT
Sentence Correction questions. The authors of the GMAT know that you have worked
to become adept at identifying parallel structures, rooting out singular-versus-plural
verbs, noticing verb tenses, checking for logical modifiers, etc. So they write questions
in which the no-brainer, quick-check methods actually require you to think—in which
the meaning of the “eyeball test” winner is actually illogical. Always consider the
meaning changes with Decision Points and you will be less likely to fall for some of
these traps.
SKILLS ME ET STR ATEGY

Every Decision Point Matters
Another big strategy takeaway from this problem is that you must assess every Decision
Point. Often people assess only the fact that answer choice C contains the verb and
answer choice E does not, and they miss entirely the choice with the word “other.”
Testmakers are clever at hiding differences between answer choices and getting you
to focus on the wrong Decision Point. Remember to always find and assess every single
Decision Point!
LESSON
Advanced Verbal Strategy | 49

Statistics and
Combinatorics
LE AR NING BY DOING
Be Careful with Multiplication/Division in Sets
On a problem like this, it would be tempting to shortcut it as follows:
The sum of the set before the change is 6.8 x 5 (Sum = average X number of terms) = 34.
The sum of the set after one term is multiplied by 3 is 9.2 x 5 (Sum = average X number
of terms) = 46.
Since the net gain after the change is 12, it seems logical to ask: What number multiplied
by 3 will give me 12? The answer, of course, is 4, but that is the sucker choice on this
problem. Why? Because the original number is still in the set. The correct question to
ask yourself is this:
What number when multiplied by 3 creates a net change of 12 after the original number
is subtracted? The answer to that question is 6. 6 x 3 = 18 – 6 = desired increase of 12. If
you worked it out algebraically, this is clear:
a+b+c+d+e
Before change: = 6.8 so a + b + c + d + e = 34
5
3a + b + c + d + e
After one number is multiplied by 3: = 9.2 so 3a + b + c + d + e = 46
5
Subtracting the first equation from the second, you see that 2a = 12 and a = 6. Answer
choice E is correct.
Statistics & Combinatorics | 78

SECTION 2: COMBINATORICS
2 Permutations with Restrictions
Permutations with Restrictions
Permutation problems get very difficult very quickly when restrictions are introduced.
What does a restriction mean? It is some condition that limits somehow the total
number of possibilities. Consider the question stem from a few example problems so
you understand what these will look like:
1. T hree couples go to the movies and sit in six consecutive seats. If the couples
must sit together, in how many ways can they be seated?
2. T here are three girls and three boys who need to be arranged in six consecutive
seats. If the boys and girls must be alternated, in how many ways can they be
seated?
3. S teve goes to the movies with four friends but refuses to sit next to one of
them. In how many ways can they be arranged?
Now try a full problem:
14. John and four friends go to a Lakers game. In how many ways can they be
seated in five consecutive seats, if John has to sit between any two of his
friends?
LESSON
(A) 144
(B) 120
(C) 96
(D) 72
(E) 48

55. Which of the following is equal to the average (arithmetic mean) of (n − 4)2 and
(n + 4)2?
(A) n2
(B) n2 + 4
(C) n2 + 16
(D) n2 + 4n
(E) n2 + 16n

63. At a certain laboratory, chemical substances are identified by an unordered
combination of three different colors. If no chemical may be assigned the
same three colors as any other, what is the maximum number of substances
that can be identified using seven colors?
(A) 21
(B) 35
(C) 105
(D) 135
(E) 210

Word
Problems
Solutions
1. To solve, set up your Matrix Box, pick a number of 100, and insert the
information, being very careful about the wording:
WHITE BLUE TOTAL

COLONIAL 10 (25% of 40) 30 40
RANCH 30 30 60
TOTAL 40 60 100
There are 60 total ranch-style homes, and 30 of those are blue, so the answer
is 50%.
2. To solve, pick a number that is divisible by 3, 4, and 5, and establish that as the
total number of widgets produced last month. (The LCM of 3, 4, and 5 is 60,
so use that.) Then fill in, starting with the totals for each group. Then insert 24
in sold and curved, using the fact that two-thirds of 45 were curved. Finally,
answer the proper question, which asks what percent of the widgets not sold
(15) were curved (12). 12/15 = 80%
CURVED NOT CURVED TOTAL

SOLD 24 21 45
NOT SOLD 12 3 15
TOTAL 36 24 60
Word Problems | 32
Solutions
1. Since Alexa won with 40 votes, it is fairly easy to conclude that the most number
of votes Bill could have received is 39. Figuring out the minimum is much more
complicated: If you know Alexa received 40, then you need to figure out the
least number of votes that Bill could have received in 2nd and still account for
60 votes with the other three candidates. To find that number quickly, divide
60 by 4 and know that, if they could each have the same number of votes, the
answer would be 15. Since they cannot, you want to arrange the candidates
around 15 so that it remains the average but each candidate has a different
number. Imagine, for instance, if Bill had 16, Charlie 15, Dan 14, and Ernie 13.
That combination would not quite work, as the sum would be 58 (average is
below 15). The smallest number Bill could have is 17 (the others could have 16,
15, and 12).
2. To figure out the most number of votes Charlie could receive, you want to
minimize Dan and Ernie, and then split the remaining votes between Bill and
Charlie. You know that Alexa has 40, and imagine Ernie and Dan had 2 and 1,
respectively. That leaves 57 votes to be split as evenly as possible: 29 for Bill in
second and 28 for Charlie in third. The answer is 28. To minimize Charlie, you
should maximize Alexa and Bill at 40 and 39. That leaves 21 votes to be split
among the remaining three candidates: 8 for Charlie, 7 for Dan, and 6 for Ernie.
The answer is 8.
3. To maximize Dan, you’ll want to minimize the others. Alexa is fixed at 40, and
you can minimize Ernie by putting him at 1. That leaves 59 votes to split between
Bill, Charlie, and Dan, with B > C > D. Your goal, then? As even a distribution as
possible, so you should look for a number below 59 that is divisible by 3. 57 =
3 * 19, but then you cannot give each of the three candidates a different total
(there are only two votes left from the 59). So choose 54: That allows for each
candidate to receive 18, and now you simply need to allocate the other 5 votes
so that the candidates have different vote totals (either D = 18, B = 20, and C =
21; or D = 18, B = 19, and C = 23). To minimize Dan in fourth place is a bit easier:
Simply give him 2 and Ernie 1—leaving Alexa with 40, Bill with 29, and Charlie
with 28. The answer is 2.
Word Problems | 58
SKILLBUILDER
4. To maximize Ernie, the thought process is similar – you want as even a

distribution of B, C, D, and E as possible. Since Alexa is fixed at 40, then you have
60 votes left, and the most even distribution would be 15 each. But each value
needs to be different, so you should look to allocate the votes around 15. B =
16, C = 15, D = 14 and E = 13 spreads the values out around the 15 average that
you want and leaves you with 2 votes remaining. This isn’t enough to bump
Ernie to 14 (you can’t do that without creating a tie among the other three), but
you can give those votes to Bill and Charlie to keep them “ahead” and leave
Ernie with a max of 13 votes. And, as you’ve already seen, it’s certainly possible
for Ernie to receive just one vote, so his minimum total is 1.
5. If Alexa received 40 votes and Bill received 25 votes, that leaves 35 votes for
third, fourth, and fifth places. If you divide 35 by 3, you see that the smallest
SKILLBUILDER
third place could be is 13 votes for Charlie, which would leave 12 votes for Dan,
and 10 votes for Ernie. Charlie could not have 12 votes as the most Dan could
then have is 11, followed by 10 for Ernie. That only sums to 33 votes, which is
not enough to reach the required 35. Yes, Charlie must have received at least
13 votes.
6. If Alexa received 40 votes and Charlie received 12 votes, that accounts for
52 votes. To consider possibilities for Dan, you must realize that at most Bill
received 39 votes in second place. Adding 39 to 52 accounts for 91 total votes.
Therefore, Dan and Ernie together must account for 9 votes minimum. This can
only be done if Dan in fourth place has at least 5 votes, so yes, he must have
received at least 5 votes.
Word Problems | 59
x
6. If a taxi driver charges x cents for the first quarter-mile of a trip and 5 cents
for each additional quarter-mile, what is the charge, in cents, for a trip whose
distance in miles is the whole number y?
x + xy
(A) 125
4x + 4xy
(B) 5
4x + xy
(C) 500
4x + xy
(D) 5
xy
(E) 25
Word Problems | 82
SECTION 2: THE PROBLEM SOLVING TOOLKIT
2 Number Picking
LE AR N ING BY DO ING
How to Pick Numbers
Setting up the algebra on this problem is difficult for most students, but number
picking is relatively straightforward. To number pick efficiently, pick the smallest and
easiest numbers given the set-up of the problem; in this example, make x be 5 cents (the
smallest number divisible by 5) and y be 1 mile. Now use reasoning to determine how
much the trip would cost. The first ¼ mile would be 5 cents and the three remaining
¼ miles would each cost 1 cent apiece. When x = 5 and y = 1, the total cost for the trip
is 8 cents. Now plug those numbers into each answer choice to see which one gives 8
cents. The only one that gives you that is answer choice B (and the only other answer
choice that is even close is answer choice D, which gives you 5 cents).
The difficulty with the algebra in this problem revolves around how to represent the
number of remaining ¼ miles in terms of y. Here is the correct approach algebraically:
• Total cost of trip = Cost for first ¼ mile + Cost for remaining ¼ miles
• Cost for the first ¼ mile is clearly = x
• Cost for remaining ¼ miles = (price per remaining ¼ miles)(# of remaining ¼ miles)
x
• The price per remaining ¼ miles is given as 5 , but the # of remaining ¼ miles is
tricky:
• In a y-mile trip, the number of ¼ miles traveled = 4y. However, since you have
already been charged for the first ¼ mile, the number of remaining ¼ miles =
4y – 1.
LESSON
Plugging this all back in you see that:
x
Total Cost = x + ( 5 ) (4y – 1)
4xy – x
Remove the parentheses: x + 5
5x 4xy – x 4xy + 4x
Combine like terms: 5 + 5 = 5
While you should be able to do the algebra (as you might have to on another problem),
it is hard to deny that number picking is much easier on this difficult problem.
Word Problems | 83
HOMEWORK
88. How many liters of pure alcohol must be added to a 100-liter solution that is 20
percent alcohol in order to produce a solution that is 25 percent alcohol?
7
(A) 2
(B) 5
20
(C) 3
(D) 8
39
(E) 4
HOMEWORK
Word Problems | 209

Analytical
Writing Assessment
& Integrated
Reasoning
SKILLBUILDER
Venn Diagrams
A bit of a departure from “graphs,” Venn Diagrams are nonetheless “graphics” and in
the pool of testable graphics for the IR section. Venn Diagrams exist as tools to organize
overlapping sets of information. Consider an example:
In the diagram below, each x represents one MBA applicant from a consulting firm.
SKILLBUILDER
Note a few things about the Venn Diagram:
1. T o the left of the overlapping circles is a group of five data points, representing
the “neither” category that fits in neither set.
2. T he overlapping area between the circles (six x’s) represents the “both”
group—in this case people who both “used an admissions consultant” and
“were admitted to first-choice school.”
3. I n the partial circles (three x’s in the left; six in the right), those data points
represent the “only” categories. There are three applicants who “only” used an
admissions consultant (but were not admitted to their top-choice schools) and
six who “only” were admitted (but did not use an admissions consultant).
AWA/IR | 21
Let’s take a look at a Table Analysis problem:
Before looking at the questions, note a few things about this table:
1. There is quite a bit of data. Reading the table without looking at the questions
first is a lost cause; you simply cannot process all of this in three minutes. Be
question-driven!
2. The values are quite specific (to the tens digit for eight-figure numbers). You do
not want to calculate these numbers—even with the on-screen calculator—
unless absolutely necessary. Use estimates and logical determinations of when
you need to truly calculate, as we will discuss.
3. The “Sort by” button at the top of the screen will be dynamic on a computer;
you can change the organization of the table. Currently the table is sorted by
Brand. But notice that the % Change totals (for both Unit and Dollar Sales) are
all over the place; if a question asks about those, you can re-sort the column to
better organize your search for the pertinent information.
AWA/IR | 64
Question 2 is another classic sort and scan. Sort by Fragrance to align all of the Orange
products together, and then scan them along the % Change column. All signs are
positive, so none of the Orange products experienced a decline in Unit Sales. The
answer is “true.”
Calculator
Sort by Fragrance
Product Unit Sales Dollar Sales Price

Brand Type Fragrance Units % Change Dollars % Change Average Price $ Change
Super Clean Spray Fresh 8,674,230 10.8% $ 33,482,520.00 23.2% $ 3.86 $ 0.39
Super Clean Aerosol Fresh 1,248,640 8.2% $ 5,406,610.00 6.9% $ 4.33 $ -0.05
Tornado Spray Fresh 1,694,650 4.4% $ 6,575,240.00 15.0% $ 3.88 $ 0.36
Ultra Shine Aerosol Fresh 5,010,090 3.1% $ 15,431,070.00 12.2% $ 3.08 $ 0.25
Ultra Shine Spray Fresh 2,235,370 2.1% $ 7,019,060.00 1.7% $ 3.14 $ -0.01
Deluxe Powder Lemon 525,040 -16.7% $ 1,627,620.00 -23.8% $ 3.10 $ -0.29
Incredible Spray Lemon 147,470 -18.3% $ 427,660.00 -24.7% $ 2.90 $ -0.25
Magic Clean Aerosol Lemon 1,569,200 -4.0% $ 4,613,440.00 9.3% $ 2.94 $ 0.36
Mrs. Grime Aerosol Lemon 5,208,300 -4.1% $ 22,395,690.00 4.6% $ 4.30 $ 0.36
Ultra Shine Powder Lemon 8,661,260 3.3% $ 34,558,420.00 12.0% $ 3.99 $ 0.31
Clean it! Spray Orange 4,768,920 7.1% $ 14,163,690.00 3.6% $ 2.97 $ -0.10
Clean it! Aerosol Orange 6,695,560 3.9% $ 21,693,610.00 14.8% $ 3.24 $ 0.31
Deluxe Aerosol Orange 4,934,600 2.9% $ 12,879,300.00 21.5% $ 2.61 $ 0.40
Deluxe Spray Orange 4,432,700 0.9% $ 16,223,680.00 16.4% $ 3.66 $ 0.49
Dirt Blaster Aerosol Orange 2,440,870 6.9% $ 7,151,740.00 -7.3% $ 2.93 $ -0.45
Dirt Blaster Spray Orange 2,179,130 6.0% $ 6,101,560.00 14.1% $ 2.80 $ 0.20
Incredible Aerosol Unscented 3,654,370 -11.1% $ 11,547,800.00 -1.4% $ 3.16 $ 0.31
Magic Clean Spray Unscented 6,673,490 -1.3% $ 27,494,770.00 8.4% $ 4.12 $ 0.37
Mrs. Grime Spray Unscented 4,242,520 -2.5% $ 13,109,380.00 3.8% $ 3.09 $ 0.19
Tornado Aerosol Unscented 1,537,820 -7.9% $ 5,274,720.00 -1.5% $ 3.43 $ 0.22
The table above gives sale information for the 20 bathroom cleaners in the United States in 2010. For each product, the
table describes the brand of the product, the product type, fragrance, unit sales, percent change in unit sales since 2009,
total dollar sales, percent change in dollar sales since 2009, average price of each unit sold, and the dollar change in price
since 2009.
AWA/IR | 68
SECTION 2: INTEGRATED REASONING
2 Graphics Interpretation
Precision in Language
The Graphics Interpretation question format lends itself well to the classic GMAT
testmaker trick of misdirection. By making you think that you are solely focusing on
numbers and graphics, the author can sneakily slip a Critical Reasoning– or Reading
Comprehension–style precision in language trick past you. Recognize, then, that many
questions will hinge on the wording of the question or of the legend of the graph.
Consider the question:
LESSON
The graph above represents the results of a survey taken by focus groups, each
shown a different version of an upcoming commercial for a sports car. Each version had
a different amount of content showing the car in fast-driving scenes.
After the group viewed the commercial, each member was asked two questions: “Did
you feel that the car was sporty?” and “How likely are you to purchase this car?”
The position of the circles above indicate how much fast-driving content (F) was in the
version of the commercial show and the % of viewers who found the car to be “sporty”
(S). The relative size of the circles indicates how likely the members of the group were
to purchase the car (L). The bigger the circle, the more likely they were to purchase.
AWA/IR | 77
2 Graphics Interpretation
Sample Questions
The graph above is a scatter plot with 35 points, each representing the
population of a city and the number of auto thefts in that city, per person, per year.
All 35 measurements were made in the year 2010, counting the number of auto
thefts during the year and the number of residents in each city as of January 1,
2010. The dashed line runs through points (0, 0) and (35, 1200).
Use the drop-down menus to fill in the blanks in each of the following statements
LESSON
based on the information given by the graph.
1. The number of cities that had at least 20 auto thefts per 1,000 is closest to
____% of the total cities measured.
(A) 16 (B) 33 (C) 50
2. Every city with a population of no more than 600,000 had no more than
_________ auto thefts per 1,000 people.
(A) 10 (B) 20 (C) 30
3. There is a(n) _______________ relationship between a city’s population and

its number of auto thefts per 1,000 people.
(A) positive (B) negative (C) equivalent
AWA/IR | 79
2 Two-Part Analysis
Two-Part Analysis #2
Joseph: Health insurance premiums are growing at an alarming rate. This is, in part, because many hospitals and
clinics bill for unnecessary diagnostics and tests that inflate the subsequent amount that insurers pay out to them.
These expenses are then passed on to consumers in the form of increased insurance premiums. Therefore,
reducing the number of unnecessary tests performed by health care providers will be effective in controlling
growing health insurance premiums.
Ronald: Often times, the unnecessary diagnostics that you speak of are the result of decisions made by doctors on
behalf of their patients. Doctors will often choose the diagnostics that will allow them to bill insurers for more
money, but may not necessarily benefit the patient in a meaningful way or influence the course of treatment
chosen. As a result, in order to succeed in reducing the number of unnecessary tests, we should allow the patients
to decide which course of diagnostics they would like to undergo.
In the table below, identify the assumptions upon which each person’s argment depends. Make only one selection
in each column, one for Joseph and one for Ronald.
Doctors are generally able to determine, with great reliability, which

diagnostic procedures and tests would yield the most effective
results.
Tests and diagnostic procedures do not make up an insignificant
portion of the bills that are sent to insurers.
Insurance companies in other industries, such as auto and home,

have been able to reduce costs by reducing the number of unneces-
sary repairs and replacements on claims for automobiles and homes.
Patients are not just as likely as doctors to choose the most expensive
diagnostics and tests.
Health insurance premiums have increased twice as fast in the past

five years than they have over an average of the past 25 years.
LESSON
AWA/IR | 91
2 Relative Math
Note that a calculator might be tempting in this case, but that each calculation requires
you to key at least nine digits—a time-consuming process that raises your potential
for typo-based error. An eye for both logical setup and relative math can guide you
through this process efficiently and confidently. First, note the correct relationship—
the lowest percentage savings, or the lowest savings-to-budget ratio. Your goal, then, is
to test the ratios of the number in the left column to those in the right column, looking
8 1
for the smallest ratio. Your “baseline” for Andersonville is approximately 48 , or 6 . In
1
relation to 6 , you know that the numerator is a little more than 8 and the denominator
1
is a little less than 48, so the overall ratio is going to be slightly greater than 6 . You can
denote this quickly on your noteboard with a + sign or a > sign to help you recognize
the direction of your estimates.
8 1
(A) > 48 , so > 6
20 1
(B) < 140 , so < 7 (the current “leader” in smallest ratio)
4 1
(C) < 20 , so < 5
3 1 3
(D) > 16 , and since you’re comparing against 7 (or 21 ) you know that this
is greater
13 1
(E) > 52 , so > 4
LESSON
The correct answer choice must be B, and if you’ve employed the above estimates
you won’t have had to perform any true calculations to get there. Bronxtown had the
lowest percentage savings.
AWA/IR | 97

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What is the purpose of the document?

What is the purpose of the document?

What sections does the GMAT consist of?

What sections does the GMAT consist of?

Dear Veritas Prep student:

The Veritas Prep Academic Team

Format of the GMAT

Sections Questions Allotted Time

Analytical Writing Assessment 1 30 minutes

Integrated Reasoning 12 30 minutes

Optional break 8 minutes

Optional break 8 minutes

Total Time: Approximately 3 hours, 50 minutes

Content on the GMAT

Multiplication and Division Decimal Drills

1. Which is greater: 102.4 ÷ 25.6, or 1.25 • 3.25?

2. Which is greater: 2.25 ÷ 0.15, or 7.501 • 2.22?

3. What is 25.6 • 0.16?

4. What is 8.1 ÷ 2.7?

5. What is 24.36 ÷ 1.2?

7. Which is greater: 100, or 24.445 • 3.98125?

8. Which is greater: 2.25 • 0.4, or (0.3)2?

9. Which is greater: (0.3)4 or (0.9)2?

10. Which is greater: 1.234 ÷ 0.01234, or (1.234)3?

Adding and Subtracting Fractions Drill

Lowest Common Denominator

As an exercise, find the lowest common denominator of the fractions:

The least common multiple of 6, 8, 9, and 10 is:

So the problem can be rewritten as:

Please do the prime factorization for each of the following integers:

13. What are all the positive factors of 56?

14. What are all the positive factors of 42?

15. What are all the positive factors of 60?

What is the greatest common factor of 10 and 20?

The pairing of 2 • 5 is common to both, so 10 is the greatest common factor.

What is the greatest common factor of 12 and 18?

Each of 12 and 18 has a common 2 • 3, so 6 is the greatest common factor.

need to find all of the matching prime factors.

What is the greatest common factor of 36, 72, and 162?

The greatest common factor is 2 • 3 • 3 = 18.

What is 25 increased by 20%?

The answer clearly isn’t 25.2, so what comes next?

25 increases by 20% (of itself)

Percent Increases and Decreases

10 increases by 20% 20 decreases by 20%

Is 21,865,014 divisible by:

Find the LCM of 56 and 20.

Prime factorization of 56 = 2 • 2 • 2 • 7, which can be written as 23 • 7.

Prime factorization of 20 = 2 • 2 • 5, which can be written as 22 • 5.

Find the GCF of 110 and 66.

Prime factorization of 110 = 2 • 5 • 11

61. If x is y percent of z, is y greater than 100?

(2) x decreased by 20% is equal to z.

(D) EACH statement ALONE is sufficient to answer the question asked

73. Which of the following values is greatest?

(C) I and III only

(D) I and II only

(E) I, II, and III

(1) The lowest common multiple of x and 16 is 48.