GRE_Math_Bible_eBook
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Defined Functions |
31 |
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Answers and Solutions to Problem Set D |
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1. First, subtracting the numbers in the parentheses yields |
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Column B |
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1! 9! |
2! 8! |
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As defined, 2! = 2 1 = 2 and 8! = 8 7 6 5 4 3 2 1. Hence, in Column B, we have
2! 8! = 2(8 7 6 5 4 3 2 1)
Similarly, 1! equals the product of the integers from 1 through 1. Hence, 1! = 1. Also, 9! = 9 8 7 6 5 43 2 1. Hence, in Column A, we have
1! 9! = 1(9 8 7 6 5 4 3 2 1) = 9 8 7 6 5 4 3 2 1
Now, rewriting 9 8 7 6 5 4 3 2 1 as 9(8 7 6 5 4 3 2 1) yields
Column A |
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9(8 7 6 5 4 3 2 1) |
2(8 7 6 5 4 3 2 1) |
Finally, dividing both columns by 8 7 6 5 4 3 2 1 yields |
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9 |
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The answer is (A). |
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2.According to the definitions given, 12∩15 equals (12*15) $ (12$15) = (GCF of 12 and 15) $ (LCM of
12and 15) = 3$60 = LCM of 3 and 60 = 60. The answer is (E).
3.Prime factoring 48 yields 2 2 2 2 3. The even factors of 48 are
2
2 2 (= 4)
2 2 2 (= 8)
2 2 2 2 (= 16)
3 2 (= 6)
3 2 2 (= 12)
3 2 2 2 (= 24)
3 2 2 2 2 (= 48)
Not counting the last factor (48 itself), the total number of factors is 7. Hence, Column A equals 7.
Now, 122 = 2 61 (61 is a prime). So, 2 is the only even factor. Hence, *(122) = 1, which is less than 7 (= Column A). Hence, the answer is (A).
Hard
4. The only factors of a prime number are 1 and itself. Hence, π(any prime number) = 2. So, π(a) = 2 and π(b) = 2, and therefore Column A equals π(a) + π(b) = 2 + 2 = 4.
Now, the factors of ab are 1, a, b, and ab itself. Hence, the total number of factors of ab is 4. In other words, π(a × b) = 4. Hence, Column B also equals 4.
Since the columns are equal, the answer is (C).
5. By the given definition, ∆(n) = (n + 4)(n + 5)(n + 6), a product of three consecutive integers. There is exactly one multiple of 3 in every three consecutive positive integers. Also, at least one of the three numbers must be an even number. Hence, ∆(n) must be a multiple of both 2 and 3. Hence, ∆(n) must be a multiple of 6 (= 2 × 3), because 2 and 3 are primes. The answer is (C).
32GRE Math Bible
6. Working from the inner parentheses out, we get
((–π)*)* = (π/(–π))* =
(–1)* =
π/(–1) =
–π
The answer is (C).
Method II:
We can rewrite this problem using ordinary function notation. Replacing the odd symbol x* with f (x) gives f (x) = π / x . Now, the expression ((–π)*)* becomes the ordinary composite function
f(f(–π)) = f(π/(–π) =
f(–1) =
π/(–1) =
–π
7. The function a * b is defined to be a/b – b/a for any numbers a and b. Applying this definition to the columns gives
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The given inequality m > n > 0 indicates that both m and n are positive and therefore their product mn is positive. Multiplying both columns by mn to clear fractions yields
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Adding n2 and m2 to both columns yields
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Finally, dividing both columns by 2 yields
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Since both m and n are positive and m > n, m2 > n2. Hence, Column B is greater than Column A, and the answer is (B).
8. The numbers 102 and 729 are themselves multiples of 3. Also, a multiple of 3 exists once in every three consecutive integers. Counting the multiples of 3 starting with 1 for 102, 2 (= 1 + (105 – 102)/3 = 1 + 1 = 2) for 105, 3 (= 1 + (108 – 102)/3 = 1 + 2 = 3) for 108, and so on, the count we get for 729 equals 1 + (729
– 102)/3 = 1 + Column B. Hence, Column A is greater than Column B by 1 unit. Hence, the answer is (A).
Math Notes
We’ll discuss many of the concepts in this chapter in depth later. But for now, we need a brief review of these concepts for many of the problems that follow.
1.To compare two fractions, cross-multiply. The larger product will be on the same side as the larger fraction.
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2.Taking the square root of a fraction between 0 and 1 makes it larger.
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Caution: This is not true for fractions greater than 1. For example, |
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3.Squaring a fraction between 0 and 1 makes it smaller.
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4.ax2 ≠ (ax)2 . In fact, a2x2 = (ax)2 .
Example: 3 22 = 3 4 = 12. But (3 2)2 = 62 = 36. This mistake is often seen in the following form:
−x2 = (−x)2. To see more clearly why this is wrong, write −x2 = (−1)x2 , which is negative. But (−x)2 = (−x)(−x) = x2 , which is positive.
Example: −52 = (−1)52 = (−1)25= −25. But (−5)2 = (−5)(−5) = 5 5 = 25.
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6.–(a + b) ≠ –a + b. In fact, –(a + b) = –a – b.
Example: –(2 + 3) = –5. But –2 + 3 = 1.
Example: –(2 + x) = –2 – x.
7.Memorize the following factoring formulas—they occur frequently on the GRE.
A.x2 − y2 = (x + y)( x − y)
B.x2 ± 2xy + y2 = (x ± y)2
C.a(b + c) = ab + ac
33
34GRE Math Bible
8.Know these rules for radicals:
A.
x
y =
xy
B.
xy =
xy
9.Pythagorean Theorem (For right triangles only):
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Since the triangle is a right triangle, the Pythagorean Theorem applies: h2 + 32 = 52 , where h is the height
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of the triangle. Solving for h yields h = 4. Hence, the area of the triangle is 2 (base)(height)=
12 (3)(4) = 6. The answer is (A).
10. When parallel lines are cut by a transversal, three important angle relationships are formed:
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11.In a triangle, an exterior angle is equal to the sum of its remote interior angles and therefore greater than either of them.
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12. A central angle has by definition the same measure as its intercepted arc.
60˚
60˚
Math Notes |
35 |
13. An inscribed angle has one-half the measure of its intercepted arc.
60˚
30˚
14. There are 180° in a straight angle.
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15. The angle sum of a triangle is 180°.
b
a + b + c = 180˚
a c
Example: In the triangle to the right, what is the degree measure of angle c ?
(A)17
(B)20
(C)30
(D)40
(E)45
100˚
50˚ c
Since a triangle has 180˚, we get 100 + 50 + c = 180. Solving for c yields c = 30. Hence, the answer is (C).
16. To find the percentage increase, find the absolute increase and divide by the original amount.
Example: If a shirt selling for $18 is marked up to $20, then the absolute increase is 20 – 18 = 2.
Thus, the percentage increase is |
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17.Systems of simultaneous equations can most often be solved by merely adding or subtracting the equations.
Example: If 4x + y = 14 and 3x + 2y = 13, then x – y =
Solution: Merely subtract the second equation from the first:
4x + y = 14
(–)3x + 2y = 13
x– y = 1
36GRE Math Bible
18.When counting elements that are in overlapping sets, the total number will equal the number in one group plus the number in the other group minus the number common to both groups. Venn diagrams are very helpful with these problems.
Example: If in a certain school 20 students are taking math and 10 are taking history and 7 are taking both, how many students are taking either math or history?
History Math
Solution: |
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Both History and Math
By the principle stated above, we add 10 and 20 and then subtract 7 from the result. Thus, there are (10 + 20) – 7 = 23 students.
19.The number of integers between two integers inclusive is one more than their difference.
For example: The number of integers between 49 and 101 inclusive is (101 – 49) + 1 = 53. To see this more clearly, choose smaller numbers, say, 9 and 11. The difference between 9 and 11 is 2. But there are three numbers between them inclusive—9, 10, and 11—one more than their difference.
20.Rounding Off: The convention used for rounding numbers is “if the following digit is less than five, then the preceding digit is not changed. But if the following digit is greater than or equal to five, then the preceding digit is increased by one.”
Example: 65,439 —> 65,000 (following digit is 4)
5.5671 —> 5.5700 (dropping the unnecessary zeros gives 5.57)
21.Writing a number as a product of a power of 10 and a number 1 ≤ n < 10 is called scientific notation. This notation has the following form: n × 10c, where 1 ≤ n < 10 and c is an integer.
Example: 326,000,000 = 3.26 × 108
Notice that the exponent is the number of significant places that the decimal is moved*, not the number zeros. Students often use 6 as the exponent in the above example because there are 6 zeros.
Example: 0.00007 = 7 10−5
Notice that for a small number the exponent is negative and for a large number the exponent is positive.
* Although no decimal is shown in the number 326,000,000, you can place a decimal at the end of the number and add as many trailing zeros as you like without changing the value of the number: 326,000,000 = 326,000,000.00 . . . .
Number Theory
This broad category is a popular source for GRE questions. At first, students often struggle with these problems since they have forgotten many of the basic properties of arithmetic. So, before we begin solving these problems, let’s review some of these basic properties.
“The remainder is r when p is divided by k” means p = kq + r; the integer q is called the quotient. For instance, “The remainder is 1 when 7 is divided by 3” means 7 = 3 2 + 1. Dividing both sides of p = kq + r by k gives the following alternative form p/k = q + r/k.
Example 1: The remainder is 57 when a number is divided by 10,000. What is the remainder when the same number is divided by 1,000?
(A)5
(B)7
(C)43
(D)57
(E)570
Since the remainder is 57 when the number is divided by 10,000, the number can be expressed as 10,000n + 57, where n is an integer. Rewriting 10,000 as 1,000(10) yields
1,000(10)n + 57 =
1,000(10n) + 57 =
Now, since n is an integer, 10n is an integer. Letting 10n = q, we get
1,000q + 57 =
Hence, the remainder is still 57 (by the p = kq + r form) when the number is divided by 1,000. The answer is (D).
Method II (Alternative form)
Since the remainder is 57 when the number is divided by 10,000, the number can be expressed as 10,000n + 57. Dividing this number by 1,000 yields
10,000n + 57 =
1000
10,0001,000n + 1,00057 =
10n + 1,00057
Hence, the remainder is 57 (by the alternative form p/k = q + r/k), and the answer is (D).
A number n is even if the remainder is zero when n is divided by 2: n = 2z + 0, or n = 2z.
A number n is odd if the remainder is one when n is divided by 2: n = 2z + 1.
37
38GRE Math Bible
The following properties for odd and even numbers are very useful—you should memorize them:
even × even = even odd × odd = odd even × odd = even
even + even = even odd + odd = even even + odd = odd
Example 2: If n is a positive integer and (n + 1)(n + 3) is odd, then (n + 2)(n + 4) must be a multiple of which one of the following?
(A) 3 |
(B) 5 |
(C) 6 |
(D) 8 |
(E) 16 |
(n + 1)(n + 3) is odd only when both (n + 1) and (n + 3) are odd. This is possible only when n is even. Hence, n = 2m, where m is a positive integer. Then,
(n + 2)(n + 4) = (2m + 2)(2m + 4) = 2(m + 1)2(m + 2) = 4(m + 1)(m + 2) =
4 × (product of two consecutive positive integers, one which must be even) = 4 × (an even number), and this equals a number that is at least a multiple of 8
Hence, the answer is (D).
Consecutive integers are written as x, x + 1, x + 2, . . .
Consecutive even or odd integers are written as x, x + 2, x + 4, . . .
The integer zero is neither positive nor negative, but it is even: 0 = 2 × 0.
A prime number is an integer that is divisible only by itself and 1.
The prime numbers are 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, . . .
A number is divisible by 3 if the sum of its digits is divisible by 3.
For example, 135 is divisible by 3 because the sum of its digits (1 + 3 + 5 = 9) is divisible by 3.
A common multiple is a multiple of two or more integers.
For example, some common multiples of 2 and 5 are 0, 10, 20, 40, and 50.
The least common multiple (LCM) of two integers is the smallest positive integer that is a multiple of both.
For example, the LCM of 4 and 10 is 20. The standard method of calculating the LCM is to prime factor the numbers and then form a product by selecting each factor the greatest number of times it occurs. For 4 and 10, we get
4 = 22
10 = 2 • 5
In this case, select 22 instead of 2 because it has the greater number of factors of 2, and select 5 by default since there are no other factors of 5. Hence, the LCM is 22 • 5 = 4 • 5 = 20.
For another example, let’s find the LCM of 8, 36, and 54. Prime factoring yields
8 = 23
36 = 22 • 32
54 = 2 • 33
In this case, select 23 because it has more factors of 2 than 22 or 2 itself, and select 33 because is has more factors of 3 than 32 does. Hence, the LCM is 23 • 33 = 8 • 27 = 216.
Number Theory |
39 |
A shortcut for finding the LCM is to just keep adding the largest number to itself until the other numbers divide into it evenly. For 4 and 10, we would add 10 to itself: 10 + 10 = 20. Since 4 divides evenly in to 20, the LCM is 20. For 8, 36, and 54, we would add 54 to itself: 54 + 54 + 54 + 54 = 216. Since both 8 and 36 divide evenly into 216, the LCM is 216.
The absolute value of a number, | |, is always positive. In other words, the absolute value symbol eliminates negative signs.
For example, −7 = 7 and −π = π . Caution, the absolute value symbol acts only on what is inside the symbol, 
. For example, − − (7− π) = −(7− π). Here, only the negative sign inside the absolute value symbol but outside the parentheses is eliminated.
Example 3: The number of prime numbers divisible by 2 plus the number of prime numbers divisible by 3 is
(A) 0 |
(B) 1 |
(C) 2 |
(D) 3 |
(E) 4 |
A prime number is divisible by no other numbers, but itself and 1. Hence, the only prime number divisible by 2 is 2 itself; and the only prime number divisible by 3 is 3 itself. Hence, The number of prime numbers divisible by 2 is one, and the number of prime numbers divisible by 3 is one. The sum of the two is 1 + 1 = 2, and the answer is (C).
Example 4: If 15x + 16 = 0, then 15 |
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(D) 16 |
(E) 16x |
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Solving the given equation 15x + 16 = 0 yields x = –16/15.
Substituting this into the expression 15 x yields
15 x = 15 |
−16 = 15 16 |
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The answer is (D).
The product (quotient) of positive numbers is positive.
The product (quotient) of a positive number and a negative number is negative.
For example, –5(3) = –15 and −63 = −2.
The product (quotient) of an even number of negative numbers is positive.
For example, (–5)(–3)(–2)(–1) = 30 is positive because there is an even number, 4, of positives.
−9 9
−2 = 2 is positive because there is an even number, 2, of positives.
The product (quotient) of an odd number of negative numbers is negative.
For example, (−2)(−π)(−
3) = −2π 
3 is negative because there is an odd number, 3, of negatives.
(−2)(−9)(−6) |
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The sum of negative numbers is negative.
For example, –3 – 5 = –8. Some students have trouble recognizing this structure as a sum because there is no plus symbol, +. But recall that subtraction is defined as negative addition. So –3 – 5 = –3 + (–5).
A number raised to an even exponent is greater than or equal to zero.
For example, (−π )4 = π 4 ≥ 0 , and x2 ≥ 0 , and 02 = 0 0 = 0 ≥ 0 .
40GRE Math Bible
Problem Set E:
Easy
1.If x is divisible by both 3 and 4, then the number x must be a multiple of which one of the following?
(A)8
(B)12
(C)15
(D)18
(E)21
2.The last digit of the positive even number n equals the last digit of n2. Which one of the following could be n ?
(A)12
(B)14
(C)15
(D)16
(E)17
3.Which one of the following is divisible by both 2 and 3?
(A)1005
(B)1296
(C)1351
(D)1406
(E)1414
4. |
Column A |
Column B |
The number of prime numbers divisible by 2
The number of prime numbers divisible by 3.
5.Which one of the following equals the product of exactly two prime numbers?
(A)11 6
(B)13 22
(C)14 23
(D)17 21
(E)13 23
6.Which one of the following equals the product of the smallest prime number greater than 21 and the largest prime number less than 16?
(A)13 16
(B)13 29
(C)13 23
(D)15 23
(E)16 21
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a and b are the digits of a two- |
Column B |
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digit number ab, and a = b + 3. |
40 |
|
|
||
8. |
Column A |
|
Column B |
|
The last digit in the number |
|
The last digit in the number |
|
25256 |
|
15256 |
