### All GRE Math Resources

## Example Questions

### Example Question #1 : Fractions

Edward rolls three dice; two are six-sided, and one is twenty-sided, with 1 through 6 represented on the six-sided dice, and 1 through 20 represented on the twenty-sided die.

What is the probability that the sum of his roll will equal 5?

**Possible Answers:**

**Correct answer:**

The first step will be to calculate how many total different potential rolls are possible. This is given by the product of the number of possible rolls for each of the dice: 6, 6, 20:

Next it is necessary to account for the total number of rolls that will sum up to 5. Writing them out can help, such as in the format of:

Knowing that there are 6 different rolls that sum up to 5, the probability of rolling a 5 can be found by taking the number of events that satisfy this sum and dividing it by the number of total possible events:

### Example Question #2 : Fractions

Simplify the following:

**Possible Answers:**

**Correct answer:**

Looking at this equation, note that since all terms in the numerator and denominator contain a , it is possible to rewrite it as follows:

or

Now the parenthetical terms must be addressed. The problem statement and answer choices give a clue that they are some sort of multiples of .

In fact, Pascal's triangle reveals that the top and bottom are the cube and square of this term respectively:

Cancelling terms, we are left with:

### Example Question #3 : Fractions

is a repeating decimal. What digit is in the place?

**Possible Answers:**

**Correct answer:**

Examination of the value reveals that after the sequence , the decimal repeats, and that the sequence has a length of eight values.

A longer answer would be to write the sequence out and count down the digits until the value was found. However, this is a time-consuming process and one that is prone to error.

Rather, notice how since the numbers repeat, it's possible to skip most of the counting:

digit:

digit:

And so on. Since is the closest multiple to , we can subtract the two to find the digit that matches the digit.

So the digit is .

### Example Question #4 : Fractions

Which of the following is equal to of the reciprocal of percent?

**Possible Answers:**

**Correct answer:**

The first step will be to find the reciprocal of percent. Note that as a percent, this should be converted to a decimal form: .

The reciprocal of a number is given by divided by that number, so the reciprocal of is given as:

Therefore:

### Example Question #5 : Fractions

percent of is .

percent of is .

Quantity A:

Quantity B:

**Possible Answers:**

Quantity B is greater.

The relationship between A and B cannot be determined.

Quantity A is greater.

The two quantities are equal.

**Correct answer:**

The two quantities are equal.

To make the comparison, the values of and must be determined.

We are told that percent of is , so its value can be determined as follows:

With known, it is possible to find , since percent of is :

The two quantities are equal.

### Example Question #6 : Fractions

can be rewritten as times what?

**Possible Answers:**

**Correct answer:**

To solve this problem, realize that a decimal may be placed at the very end of this integer:

Now, count how many spaces the decimal will need to move to the left to reach:

It must move a total of spaces, so:

### Example Question #1 : Fractions

Simplify:

**Possible Answers:**

**Correct answer:**

To solve this problem, begin with simplifying the numerator. This can be done by first finding a common denominator. For

a common denominator would be :

or

Which combines into:

But recall that this is just the numerator, and there is still a in the denominator:

So, the final answer is:

### Example Question #1511 : Act Math

0.3 < ^{1}/_{3}

4 > √17

^{1}/_{2 }< ^{1}/_{8}

–|–6| = 6

Which of the above statements is true?

**Possible Answers:**

0.3 < ^{1}/_{3}

4 > √17

^{1}/_{2 }< ^{1}/_{8}

–|–6| = 6

**Correct answer:**

0.3 < ^{1}/_{3}

The best approach to this equation is to evaluate each of the equations and inequalities. The absolute value of –6 is 6, but the opposite of that value indicated by the “–“ is –6, which does not equal 6.

^{1}/_{2} is 0.5, while 1/8 is 0.125 so 0.5 > 0.125.

√17 has to be slightly more than the √16, which equals 4, so“>” should be “<”.

Finally, the fraction ^{1}/_{3} has repeating 3s which makes it larger than ^{3}/_{10} so it is true.

### Example Question #1 : Fractions

**Quantitative Comparison:** Compare Quantity A and Quantity B, using additional information centered above the two quantities if such information is given.

** **10 < *n* < 15

**Quantity A Quantity B**

7/13 4/*n*

**Possible Answers:**

The two quantities are equal.

The answer cannot be determined from the information given.

Quantity B is greater.

Quantity A is greater.

**Correct answer:**

Quantity A is greater.

To determine which quantity is greater, we must first determine the range of potential values for Quantity B. Let's call this quantity m. This is most efficiently done by dividing 4 by the highest and lowest possible values for n.

4/10 = 0.4

4/15 = 0.267

So the possible values for m are 0.267 < m < 0.4

Now let's find the value for 7/13, to make comparison easier.

7/13 = 0.538

Given this, no matter what the value of *n* is, 7/13 will still be a higher proportion, so Quantity B is greater.

### Example Question #1 : Decimals With Fractions

Quantity A:

Quantity B:

**Possible Answers:**

The two quantities are equal.

Quantity B is greater.

Quantity A is greater.

The relationship cannot be determined from the given information.

**Correct answer:**

Quantity B is greater.

The GRE test now has a built-in calculator. Simply convert the fractions to decimals and compare:

Quantity A = 0.333 +0.43 + 0.2 = 0.963

Quantity B = 0.1429 + 0.5 + 0.3333 = 0.976

Thus, Quantity B is larger.