GMAT

Graduate Management Admission Test

:By
Mr. Walid Khashaba
GMAT syllabus ( Algebra )
8-10 Quantitative questions (out of 37)
focus on algebra concepts.
 Ratio  Equations
 Probability  Inequalities
 Percentage  Absolute value
 Proportion (direct  Permutation &
& indirect) combination
 Powers and roots  Functions
GMAT syllabus ( Geometry )
8-10 Quantitative questions (out of 37)
focus on geometry concepts
 Lines & angles  Coordinate geometry (
slope, st. line
 Triangles &
equation)
Pythagoras ( some
 Solid geometry ( cube,
famous triangles )
rectangular solid,
 Circles & shaded cylinder )
region  Function ( graph )
 Some other figures  Other informed
figures
GMAT syllabus ( Arithmetic )
14-15 Quantitative questions (out of 37) focus
on arithmetic concepts and number theory.
Fractions:
(addition, subtraction, multiplication, and division)
Decimals:
(addition, subtraction, multiplication, and division)
Sets:
(Integers, Rational, Irrational, and Real numbers)
Multiples, and Factors:
Prime numbers:
GMAT syllabus (Data Analysis)
 4-5 Quantitative questions (out of 37) focus on data
interpretation (computing and approximating numerical
values based on charts, graphs, and tables).
 Measures of central location:
 Average, Median, Mode
 Measures of dispersion:
 Range, Standard deviation
 Graphs:
 Pie chart, Bar graph, Line graph
 Sets
1. Which of the following are integers?
1/2, — 2, 0, 4, 3 .2

2. Which of the following are rational numbers?

5.8, 6, 1/4, √4, √7, π.
 
3. Is 37 prime?
 R: real numbers
Sets

Q: rational {a/b, a,b є Z, b≠0

Z: integers
{0,-1,-2,-3,………}

N: natural
{1,2,3,…..}
 Fractions
•Change 5 ¾ to an improper fraction .
 
•Change 32/6 to a mixed number in lowest
terms .
• 2/7+ 3/5 =
• 1 3/8 + 25/6 =
• 11 - 2/3 =
• 61/8 - 33/4 =
 
 Fractions

If x divided by 8 it gives a

remainder of 5, what will the
remainder be if 2x divided by 8?

a) 0 b) 1 c) 2 d) 3 e) 10
 Fractions
Dividend Remainder
= Quotient
Divisor Divisor

Dividend = Divisor x Quotient + Remainder

X = 8 x {0,1,2,…} + 5
For simplicity we consider Q = 1
X = 13
2X/8 = 26/8
Remainder = 2 ,3 =
 Fractions
- 1/6 x 1/3 =
  1
2 3/8 x 1 5/6 =
  2
- 1/4 ÷ 9/14 = 3+
  1 + 1/3
2 3/7 ÷1 1/4 =  
 
Decimals
0.08 + 1 .3 + 0.562 =
0.45 — 0.003 =
 
8.001 x 2 .4 =
0.147 ÷ 0.7 =
 
Change 3/20 to a decimal .
Ratio.1
 x:y is the same as x/y
 If x:y=2:3 this doesn’t mean that x=2 and
y=3, it could be, but not must.
 For example if x=20, and y=30, so the ratio
between them will be 2:3 (ratio must be in
the simplest form)
 There is always be a factor that is multiplied
by the ratio to get the real values (in this
case the factor is 10).
 A PATTERNED PLAN OF ATTACK
Data Sufficiency
Read the question carefully, marking what you are looking for.

Ask yourself what information is necessary to answer the question.

Does data (1) give enough information to answer the question?

IF YES, Answer is (A) or (D) IF NO, Answer is (B), (C) or

(E)
Now try data (2). Does it give enough information to Now try data (2). Does it give enough information to
answer the question alone? (Forgetting data (1)) answer the question alone? (Forgetting data (1))

IF YES IF NO IF YES IF NO

Answer is (D) Answer is (A) Answer is (B) Try both data (1) and (2) together

IF YES IF NO

Answer is (C) Answer is (E)

Ratio ( continued)
 Example 1:
 If x:y=3:4 and their sum is 49 what is
the value of the smaller?
 x : y : sum
 3:4:7
: : 49
Ratio ( continued)
 Example 1:
 If x:y=3:4 and their sum is 49 what is
the value of the smallest?
 x : y : sum
 3:4:7
:28: 49
Ratio ( continued)
 Example 1:
 If x:y=3:4 and their sum is 49 what is

the value of the smallest?

 x : y : sum

 3 : 4 : 7

21:28: 49
Check: 21+28=49
Ratio ( continued)
 Example 2:
 If the ratio between the measure of
the angles of a triangle is 2:3:4, what
will be the value of the largest angle?
 x : y : z : sum
 2:3:4: 9
 : : : 180
Ratio ( continued)
 Example 2:
 If the ratio between the measure of
the angles of a triangle is 2:3:4, what
will be the value of the largest angle?
 x : y : z : sum
 2:3:4: 9
 : :80: 180
Ratio ( continued)
 Example 3:
 If 2x=3y, what is the ratio x:y?
Ratio ( continued)
 Example 3:
 If 2x=3y, what is the ratio x:y?
 A common mistake (x:y=2:3)
 The right answer is x:y=3:2 (why)?
Ratio ( continued)
 Example 4:
 If x:y=3:4, and y:z=5:6. what is the
ratio between x and z?
Ratio ( continued)
 Example 4:
 If x:y=3:4, and y:z=5:6. what is the
ratio between x and z?
 A common mistake (3:6) or (1:2)
 x/y=3/4, and y/z=5/6
 x/y x y/z = x/z
 3/4 x 5/6 = 15/24=5/8
Ratio ( continued)
Example 5:
 If x:y=3:4, and x:z=4:5. what is the

ratio between y and z?

 Is it 3:5?

 Of course not.

 x/y=3/4, and x/z=4/5, but y/z=y/x x x/z

 Then y:z= 4/3x4/5=16/15=16:15

Ratio ( continued)
Example 6:
 If Ali collects ¾ as many stamps as

Mohsen does, and 4/5 as Rania does.

How many as a fraction of the stamps
does Rania collect.
Ratio ( continued)
Example 6:
 A : M : R

 3 : 4 x4
 4 : 5 x3
 12:16:15

 Total ratio of stamps = 43

 Rania collects 15/43 of the stamps.

Probability.2
Favorable
=Probability
Total

If an event E cannot occur then P(E)=0,

If an event E must occur then P(E)=1.
This means that the probability always be
in the range of (0≤p(x) ≤ 1).
Probability.2
U
 P(E and F) is the same as P(E F)
 P(E or F) is the same as P(E U F)
P(E U F) = P(E) + P(F) – P(E F)

U
 Events
are

Dependent Independent
Probability.2
 Two events are said to be independent
if the occurrence or nonoccurrence of
either one in no way affects the
occurrence of the other
 It follows the rule: P(E and F) =
P(E).P(F)
Probability (continued)
 Example 1:
 In a class of 50 students, the number of boys
is 20 more than the number of girls. If a
student is chosen randomly from this class.
What will be the probability that this student
is a boy?
 First of all we have to know the number of
boys. (35) how?
 P(b)= 35/50 =7/10.
Probability (continued)
 Example 2:
 A bag contains 3 red, 4 white, and 5
yellow marbles. If one marble picked at
random, what is the probability that this
marble will be either red or white?
 P(r) =3/12 , and p(w) =4/12
 P(r or w) = 3/12+4/12=7/12
Probability (continued)
 Example3:
 A bag contains 4 white, and 5 black marbles.
If two marbles picked at random, (without
replacement), what will be the probability of
getting two black marbles?
 The first one p(b)=5/9
 The second one p(b)=4/8
 The final answer will be 5/9 x 4/8=5/18
 Probability (continued)
Example4:
What is the probability of rolling two dice so
they total 9?
First roll {1,2,3,4,5,6},
Second roll {1,2,3,4,5,6}.
(3,6), (4,5), (5,4), (6,3)
6x6
4/36 = 1/9
Probability (continued)
 Example4:
 Fifteen cards are numbered from 1 to 15,
one card drawn randomly. What is the
probability of drawn a prime number?
 First of all, we have to know what the prime
numbers are:
Probability (continued)
 Example4:
 Fifteen card are numbered from 1 to 15, one
card drawn randomly. What is the probability
of drawn a prime number?
 First of all, we have to know what the prime
numbers are:
 A number is said to be prime if it has only
two different factors, the number itself and
the one.
Probability (continued)
 The total number of output is 15.
 Now let’s find out the number of prime
numbers less than 15.
 {2,3,5,7,11,13}, so P(p)=6/15=2/5
Percentage.3
 Suppose that you got 18 out of 20,
what will be your score if the degree
was out of 100?
 This is simply the percentage. (out of
hundred).
Percentage (continued)
 Ex1: 15% of 60, is what percent of 90?
 15 x 60= X x 90
100 100
15 x 60= X x 90
100 100
Percentage (continued)
 Ex1: 15% of 60, is what percent of 90?
 15 x 60= X x 90
100 100
15 x 60= X x 90
100 100
90 = 9X X=10
9 9
Percentage (continued)
 Ex2: If 15% of n is 25, what is 75% of
n?
 In such cases there is no need to find
the value of n!!!!!!! (why)?
 15 25
 75 ??
 Using cross multiplication method the
answer will be (125).
 Percentage (continued)
 What is the percent increase of a rise
in temperature from 80° to100° ?

Percent increase New value – Old value

X 100
Percent decrease Old value
Rate of growth
Percentage (continued)
 Ex3: If the price of a certain car after
10% discount is $ 18,000. what was its
original price?
 Original Discount Final
100% - 10% 90%
$18,000
Percentage (continued)
 Ex4: If the price of a certain car after
10% discount is $ 18,000. what was its
original price?
 Original Discount Final
100% - 10% ÷ 90%
x $18,000
Percentage (continued)
 Ex4: If the price of a certain car after
10% discount is $ 18,000. what was its
original price?
 Original Discount Final
100% - 10% ÷ 90%
$20,000 x $18,000
Percentage (continued)
 Ex5: The price of a golden ring
decreased yesterday by 25%, then it
increased today by the same percent, if
the original price of the ring before
these changes was $200. what is its
price right now?
Percentage (continued)
 Now we have two stages:
 Yesterday:
 100% -25% 75%
 $200 X
 Today:
 100% +25% 125%
 X Y
Percentage (continued)
 Now we have two stages:
 Yesterday:
 100% -25% 75%
 $200 $150
 Today:
 100% +25% 125%
 $150 Y
Percentage (continued)
 Now we have two stages:
 Yesterday:
 100% -25% 75%
 $200 $150
 Today:
 100% +25% 125%
 $150 $187.50
Percentage (continued)
Ex 6: 50% of the people in a certain city have
a Personal Computer and an Air-conditioner. What
percent of people in the city have a personal
computer but not an Air-conditioner?

(1) 60% of the people in the city have a Personal

Computer.

(2) 70% of the people in the city have an Air-

conditioner.
Percentage (continued)

PC = 60% AC = 70%

10% 50% 20%

Proportion.4

Proportion

Direct Indirect
Proportion (continued)
 Direct proportion:
 X varies directly as Y varies, means that
when X , Y
 Example 1:
 If y varies directly as x, when x=5,
y=24. what will be the value of y when
x=25?
Proportion (continued)
 X Y
 5 24
 25 ?
Proportion (continued)
 X Y
 5 24
 25 ?
Proportion (continued)
 X Y
 5 24
 25 120
Proportion (continued)
 Example 2:
 If it costs Mr. Baldwyn $ 35 to get two
of his flat’s rooms painted. How much
would it cost him to get the entire five
room-flat painted?
 room cost
 2 35
 5 ?
Proportion (continued)
 Example 2:
 If it costs Mr. Baldwyn $ 35 to get two
of his flat’s rooms painted. How much
would it cost him to get the entire five
room-flat painted?
 room cost
 2 35
 5 87.5
Proportion (continued)
 Example 3:
 If it needs three farmers to plough four
hectares, how many farmers are
needed to plough 48 hectares?
 Worker hectare
 3 4
 48
Proportion (continued)
 Example 3:
 If it needs three farmers to plough four
hectares, how many farmers are
needed to plough 48 hectares?
 Worker hectare
 3 4
 36 48
Proportion (continued)
 Indirect proportion:
 X varies indirectly as Y varies, means
that when X , Y
 Example 4:
 If y varies indirectly as x, when x=5,
y=24. what will be the value of y when
x=20?
Proportion (continued)
 X Y
 5 24
 20 ?
Proportion (continued)
 X Y
 5 24
 20 6
Proportion (continued)
 Example 5:
 If it takes 3 workers, 7 hours to finish a
certain job, how long would it take 5
workers to finish the same job?
 worker hour
 3 7
 5 ?
Proportion (continued)
 Example 5:
 If it takes 3 workers, 7 hours to finish a
certain job, how long would it takes 5
workers to finish the same job?
 worker hour
 3 7
 5 4.2
Powers and Roots .5
.… = x 43 24
812 )a(
87 ) b (
67 )c(
210 )d(
27 ) e (
Powers and Roots (cont.)
…=If x = 9a2 and a>0, then √x
3a- )a(
3a )b(
9a )c(
3a2 )d(
81a4 )e(
Powers and Roots (cont.)
If q is an odd integer greater than 1,
?what is the value of (-1)q + 1
2- )a(
1- )b(
0 )c(
2 ) d(
It cannot be determined from the )e(
.information given
Powers and Roots (cont.)
..…=If xa xb = 1, and x≠±1, then a+b
x )a(
1 - ) b(
0 )c(
1 ) d(
It cannot be determined from the )e(
.information given
Powers and Roots (cont.)
If √n/3 is an even integer, which of the
?following could be the value of n
27 )a(
48 )b(
81 )c(
121 )d(
144 )e(
Powers and Roots (cont.)
If 5n > 10000 and n is an integer, what is the
?smallest possible value of n
a) 4 b) 5 c) 6 d) 7 e) 8
 By using trial and error strategy:

We will find that 56 = 15625.

 By factorizing:

10000=10x10x10x10=5x2x5x2x5x2x5x2=54 x 24
=54 x 16, so the answer will be 56
Powers and Roots (cont.)
=2-(a2-b)2)a2+b(
4a2b- )a(
0 ) b(
2
)2ab( )c(
4a2b )d(
b 2 )e (
Powers and Roots (cont.)
It is a difference between two squares
.case
x2-y2=(x-y) (x+y)
=2-(a2-b)2)a2+b(
=)2b( )2a2(
4a2b
Powers and Roots (cont.)
Approximate√30 to the nearest tenth.
 
Simplify √80.
 
-√9 =
 
3
√64 =
Equations .6
 Ex 1:
 If 2x+y=5, what is the value of 4x+2y
 It is obvious that 4x+2y is the double of
2x+y, then the answer will be 10.
Equations (cont.)
:Ex 2
If 2x+3y=5, and 3x+2y=5, what is the value of
? 3x+3y
:By canceling
6x+9y=15
.6x+4y=10 by subtraction
5y=5 , then y=1, Similarly x=1
3x+3y=3(1)+3(1)=6
Equations (cont.)
:Alternative solution
:By adding
5x+5y=10
x+y=2
3x+3y=3(x+y)=6
Equations (cont.)
:Ex 3
How many birds on the tree, if twice the
number of the birds on the tree, half
the number of the birds, quarter the
number of the birds, and an extra
?more bird altogether equal hundred
Equations (cont.)
Let the number of birds = x
2X+1/2X+1/4X+1=100
2X+1/2X+1/4X=99 x4
8X+2X+X=396
11X=396 ÷11
X=36
Equations (cont.)
:EX 4
If X-Y=5, X2 – Y2 =120
.Find the average of X, and Y
X2 – Y2 =(X-Y)(X+Y)
)X+Y(5=120
24=)X+Y(
The average=12
 Solving Quadratic Equations
in one Variable
 ax²+bx+c=0
 Such equation can be solved by the
formula:
-b±√b²-4ac
X=
2a
Ex: Solve the equation: 2x²+5x-4=0,
a= 2, b= 5, c= -4
 Special Factoring
The Difference of Squares

Difference of Squares

x2 – y2 = (x + y)(x – y)
 Special Factoring
EXAMPLE 1
Factoring Differences of Squares

Factor each polynomial. (a) 2n2 – 50

There is a common factor of 2.
2n2 – 50 = 2(n2 – 25) Factor out the common factor.
= 2(n + 5)(n – 5) Factor the difference of squares.
 Special Factoring

EXAMPLE 2 Factoring Differences of Squares

Factor each polynomial.
(b) 9g2 – 16

9g2 – 16 2
– (4)2)3g( = )3g – 4()3g + 4( =

A2 – B2 )A – B()A + B(

(c) 4h2 – (w + 5)2

4h2 – (w + 5)2 2 )2h

– (w + 5)2)2h ( =– [w + 5]()2h + w + 5( =
)2h – w – 5()2h + w + 5( =
A2 – B2 )A – B( )A + B(
 Special Factoring
Caution

CAUTION
Assuming no greatest common factor except 1, it is not possible to
.factor (with real numbers) a sum of squares, such as x2 + 16
 Special Factoring

Perfect Square Trinomial

Perfect Square Trinomial

x2 + 2xy + y2 = (x + y)2

x2 – 2xy + y2 = (x – y)2
 Special Factoring

EXAMPLE 3 Factoring Perfect Square Trinomials

Factor each polynomial.
(a) 9g2 – 42g + 49

Here 9g2 = (3g)2 and 49 = 72. The sign of the middle term is –, so if
9g2 – 42g + 49 is a perfect square trinomial, the factored form will
have to be
.2)3g – 7(

.Take twice the product of the two terms to see if this is correct
42g– = )7–()3g(2
This is the middle term of the given trinomial, so
.9g2 – 42g + 49 = (3g – 7)2
 Special Factoring

EXAMPLE 3 Factoring Perfect Square Trinomials

Factor each polynomial.
(b) 25x2 + 60xy + 64y2

If this is a perfect square trinomial, it will equal (5x + 8y)2. By the

pattern described earlier, if multiplied out, this squared binomial has a
middle term of 2(5x)(8y), which does not equal 60xy. Verify that this
trinomial cannot be factored by the methods of the previous section
.either. It is prime
 Special Factoring

EXAMPLE 3 Factoring Perfect Square Trinomials

Factor each polynomial.
(c) (n – 4)2 + 18(n – 4) + 81 = [ (n – 4) + 9 ]2

,2 )n + 5 ( =

since 2(n – 4)9 = 18(n – 4), the middle term.

 Special Factoring

EXAMPLE 3 Factoring Perfect Square Trinomials

Factor each polynomial.

(d) c2 – 6c + 9 – h2
Since there are four terms, we will use factoring by grouping. The first
,three terms here form a perfect square trinomial. Group them together
.and factor as follows

h2 – )c2 – 6c + 9( 2
– h2)c – 3( =
The result is the difference of squares. Factor again to get

.)c – 3 – h()c – 3 + h( =
 Special Factoring

Difference of Cubes

Difference of Cubes

x3 – y3 = (x – y)(x2 + xy + y2)
 Special Factoring

EXAMPLE 4 Factoring Difference of Cubes

.Factor each polynomial. Recall, x3 – y3 = (x – y)(x2 + xy + y2)

(a) a3 – 125 a3 – 53 =

)a2 + 5a + 52()a – 5( =

)a2 + 5a + 25()a – 5( =
a3 125–

:Check )a2 + 5a + 25()a – 5( =

5a–
Opposite of the product of the cube
.roots gives the middle term
 Special Factoring

EXAMPLE 4 Factoring Difference of Cubes

.Factor each polynomial. Recall, x3 – y3 = (x – y)(x2 + xy + y2)
3
(b) 8g3 – h3 – h3)2g( =

] )2 + (2g)(h) + h2)2g( [ )2g – h( =

)4g2 + 2gh + h2()2g – h( =

 Special Factoring

EXAMPLE 4 Factoring Difference of Cubes

.Factor each polynomial. Recall, x3 – y3 = (x – y)(x2 + xy + y2)
3
(c) 64m3 – 27n3 – (3n)3)4m( =

] 2 + (4m)(3n) + (3n)2)4m( [ )4m – 3n( =

)16m2 + 12mn + 9n2()4m – 3n( =

 Special Factoring

Sum of Cubes

Sum of Cubes

x3 + y3 = (x + y)(x2 – xy + y2)
 Special Factoring

Note on Signs

NOTE
The sign of the second term in the binomial factor of a sum or difference
.of cubes is always the same as the sign in the original polynomial
;In the trinomial factor, the first and last terms are always positive
the sign of the middle term is the opposite of the sign of the second term
.in the binomial factor

Difference of Cubes x3 – y3 = (x – y)(x2 + xy + y2)

Sum of Cubes x3 + y3 = (x + y)(x2 – xy + y2)

 Special Factoring

EXAMPLE 5 Factoring Sums of Cubes

.Factor each polynomial. Recall, x3 + y3 = (x + y)(x2 – xy + y2)

(a) n3 + 8 n3 + 23 =

)n2 – 2n + 22()n + 2( =

)n2 – 2n + 4()n + 2( =

3
(b) 64v3 + 27g3 + (3g)3)4v( =

] 2 – (4v)(3g) + (3g)2)4v( [ )4v + 3g( =

)16v2 – 12gv + 9g2( )4v + 3g( =

 Special Factoring

EXAMPLE 5 Factoring Sums of Cubes

.Factor each polynomial. Recall, x3 + y3 = (x + y)(x2 – xy + y2)

k3 + 125(2 =
(c) 2k3 + 250 )=

)k 3 + 5 3( 2 =

)k2 – 5k + 25()k + 5(2 =

 Special Factoring

Factoring Summary

Special Types of Factoring (Memorize)

Difference of Squares x2 – y2 = (x + y)(x – y)

Perfect Square Trinomial x2 + 2xy + y2 = (x + y)2

x2 – 2xy + y2 = (x – y)2

Difference of Cubes x3 – y3 = (x – y)(x2 + xy + y2)

Sum of Cubes x3 + y3 = (x + y)(x2 – xy + y2)

Inequalities .7
5X>2X+3
5X-2X>3
3X>3
X>1
Inequalities (Cont.)
3X-7<5X+1<3X+7
BY SUBTRACTING 3X FROM THE THREE
.SIDES
2X+1<7<7-
2X<7-1<7-1-
2X<6<8-
X<3<4-
Inequalities (Cont.)
3-2X>5+2X
2X-2X>5-3-
4X>2-
4X<-2
X<-1/2
Inequalities (Cont.)
If a<b and b<c, which of the following
?must be true
b+c<2a )a(
a+b<c )b(
a-b<b-c )c(
a+b<2c )d(
a+c<2b )e(
Inequalities (Cont.)
In such cases if you don’t have a
.strategy, try to plugging numbers
5< 4 , 4< 3
You will find out the right answer
)5(2<3+4
a+b<2c
Inequalities (Cont.)
If a>b>c, which of the following cannot
?be true
b+c<a )a(
2a>b+c )b(
2c>a+b )c(
ab>bc )d(
a+b>2b+c )e(
Absolute value .8
5= 5 ,5= 5-
If 2X+3 =5
2X+3=5 OR 2X+3=-5
X=1 X=-4
Absolute value (cont.)
If 2X+3 <5
2X+3<5<5-
2X<2<8-
X<1<4-

1 4-
Permutation & Combination .8
:Permutation
.We use n p r If the order does matter
!n! / (n - r)
:Ex
In how many different possible
arrangements can we arrange the digits
?1, 2, 3
Permutation & Combination
(Cont.)
.In this case the order does really matter
Because 123 is different from 132, and so
.on
p 3 = 6, there are 6 different possible 3
.arrangements
Permutation & Combination
(Cont.)
:Ex
If we have 5 places, and we want to
arrange only three digits in these
.places
.p 3 =60 5
Permutation & Combination
(Cont.)
:Combination
.We use n c r If the order doesn’t matter
!n! / (r!)(n - r)
:Ex
There are 12 boys and 14 girls in Mrs.       
maha's math class.  Find the number of ways
Mrs. maha can select a team of  3 students
from the class to work on a group project. 
     .The team consists of  1 girl and 2  boys
Permutation & Combination
(Cont.)

boy   12C2                  girl   

         14C1
             
      6 6 14
x 66=924 14
                                 
                               
Permutation & Combination
(Cont.)
 In how many ways can the letters of the
word TEAM be arranged?

 A scientist is trying to select three

members for his research team from six
possible applicants. How many possible
combinations are there, assuming all
applicants are qualified?
Functions .9
ƒ(x) = 2x+3
Find ƒ(2) - 2 ƒ(-3)
(2(2) + 3) – 2(2(-3) + 3) = 13
Functions (cont.)
If x Ω y = 3x(x-2y)
? What is the value of 3 Ω 2
9-=))2(3-2()3(3
Functions (cont.)
If x ¤ y = (x-y)2 for all integers, which of
?the following must be true
I. x ¤ y = y ¤ x
II. x ¤ y = x ¤ (-y)
III. x ¤ (-y) = (-x) ¤ y
I only (b) III only (c) I and II )a(
I and III (e) II and III )d(
Angles and Lines .10
An angle is a geometric figure consisting
of two lines, rays, or line segments that
share a common endpoint called a
:vertex
Angles and Lines
In the angle above, the vertex is point A.
The angle can be called either angle
CAB or angle BAC. The only rule for
naming an angle is that the vertex must
be the middle “initial” of the angle. The
GMAT may also refer to angles using
symbols: .
Degrees .14
Angles are measured in degrees, which
have nothing to do with Nelly or
temperature. Geometric degrees are
sometimes denoted by this little guy: º.
There are 360º in a complete rotation
around a point (that’s why a circle has
360º).
...Two Lines Meet in a Bar
When two lines meet, they produce
angles. And when two lines meet, they
form four angles! That must be
exhausting.
...Two Lines Meet in a Bar
These aren’t just any old four angles,
either. Together, the angles encompass
one full revolution around the point of
intersection of the two lines. So, the
four angles produced by two
intersection lines total 360º: angle a + b
+ c + d = 360º.
...Two Lines Meet in a Bar
If you know the value of three of the four
angles formed by intersecting lines, you
can always find the value of the fourth.
Types of Angles
The different types of angles are named
and categorized according to their
number of degrees.
Zero Angles
A zero angle has, you guessed it, 0º. To
visualize a zero angle, first picture two
lines that form some angle greater than
0º. Then imagine one of the lines
rotating toward the other until they
both fall on the same line. The angle
they create has shrunk from its original
measure to 0º, forming a zero angle:
Right Angles
For some reason, an angle with a measure of
90º is called a right angle. For some other
reason, right angles are symbolized with a
square drawn in the corner of the angle.
Whenever you see that reliable little square,
you know you’re dealing with a right angle.
Right Angles
Right angles are extremely important on
the GRE. They appear in math
questions all the time. Knowing their
special properties will help you solve
right angle questions. We give you a
detailed look at those properties a little
later in this chapter. For now, just
remember: Always be on the lookout
for right angles on the GMAT.
Straight Angles
An angle with a measure of 180º is called
a straight angle. It looks just like a line.
Don’t confuse straight angles with zero
angles, which look like a single ray.
Acute and Obtuse Angles
An angle can also be classified according to
whether its measure is greater or less than
90º. If an angle measures less than 90º, it’s
called an acute angle. If it measures more
than 90º, it’s called an obtuse angle. Right
angles are neither acute nor obtuse. They’re
just right. In the picture below, is acute,
while is
obtuse.
Complementary and
Supplementary Angles
Special names are given to pairs of angles whose
sums equal either 90º or 180º. Angles whose
sum is 90º are called complementary angles,
while angles whose sum is 180º are called
supplementary angles.
Complementary and
Supplementary Angles
In the picture above, and are
complementary, since together they make up
a right angle.
Angles and are supplementary,
since they make up a straight line. On the
SAT, you’ll have to use the rules of
complementary and supplementary angles to
figure out the degree measure of an angle.
Complementary and
Supplementary Angles
In the diagram below, AC is a line. What is x
in degrees?
Complementary and
Supplementary Angles
The picture tells you that is 113º, but
how many degrees is Well, since
you know that AC is a line, must be
a straight angle (meaning it equals
180º). So and are supplementary
angles that add up to 180º. To find out
the value of you can simply take
180º and subtract 113º. = 67º.
Vertical Angles
When two lines (or line segments)
intersect, the angles that lie opposite
each other, called vertical angles, are
always equal.
Parallel and .15
Perpendicular Lines
Pairs of lines that never intersect are parallel.
Parallel lines appear to line up right next to
each other because they never meet in space.
However, on the GMAT, you can’t assume two
lines are parallel just because they look
parallel. The GMAT will tell you if two lines
are parallel.
Parallel and
Perpendicular Lines
 90º + 90º + 90º + 90º = 360º.
Parallel Lines Cut by a
Transversal
A transversal is a line that cuts through
two parallel lines. The GMAT loves to
cut parallel lines with transversals. Who
knows why? Not us. But we know how
to get those questions right, and you will
too.
Parallel Lines Cut by a
Transversal
A transversal creates eight angles when it
intersects with two parallel lines. The eight
angles created by these two intersections have
special relationships to each other.
X Y

Y X

X Y

Y X
Triangles .16
Triangles pop up all over the Math
section. There are questions specifically
about triangles, questions that ask
about triangles inscribed in polygons
and circles, and questions about
triangles in coordinate geometry.
Three Sides, Four
Fundamental Properties
Every triangle, no matter how special,
follows four main rules.
Sum of the Interior .1
Angles

The sum of the interior angles of a triangle is

180°.
If you know the measures of two of a triangle’s angles,
you’ll always be able to find the third by subtracting
the sum of the first two from 180.
Measure of an Exterior .2
Angle
Triangle’s rules
The two base angles of an isosceles- -
triangle are equal in measure
The angles of the equilateral triangle are - -

all equal to 60 o
The sum of the measure of the interior - -
angles of a triangle is equal to 180 o
Triangle Inequality Rule .3
The length of any side of a triangle will always
be less than the sum of the lengths of the
other two sides and greater than the
difference of the lengths of the other two
.sides
Triangle Inequality Rule .3
There you have it: Triangles are unequal
.by definition
:Take a look at the figure below

c–b<a<c+b
Triangle Inequality Rule .3
:Ex

Using the triangle inequality rule, you can

tell that 9 – 4 < x < 9 + 4, or 5 < x <
.13
Proportionality of .4
Triangles
In every triangle, the longest side is opposite the
largest angle and the shortest side is opposite the
.smallest angle

side a is clearly the longest side and is the largest

angle. Meanwhile, side c is the shortest side and is
.the smallest angle. So c < b < a and C < B < A
Proportionality of .4
Triangles
:Ex
What is one possible
value of x if angle
?C < A < B
 1
 6
 7
10
 15
The Pythagorean Theorem
:In a right triangle, a2 + b2 = c2

Some common triangles

} 5 , 4 , 3{
}13 ,12 ,5{
}25 ,24 ,7{
}17 ,15 ,8{
Triangles 30-60-90
3√:1:2
Triangles 30-60-90
Knowing how equilateral
and 30-60-90 triangles
relate is incredibly helpful
,on triangle, polygon
and even solids questions
on the GMAT. If you know the
side length of an equilateral
triangle, you can figure out
the triangle’s height: Divide
the side length by two and
. multiply it by √3
Triangles 45-45-90
Know this 1: 1:√2 ratio for 45-45-90
.triangles
Similar Triangles
For ABC ~ DEF, the corresponding angles are
The corresponding
sides are

.AB/DE = BC/EF = CA/FD

Similar Triangles
After presenting you with a diagram like
the one above, the GMAT will ask a
:question like this
, = If = 6 and
? what is
Similar Triangles
Some important rules
Figure Area Perimeter
Square S2 4S S for side
D 2 1/2 D for diagonal

Triangle B x H 1/2 Sum of all ,B for base

H for height
sides
Rectangle LxW )L + W (2 ,L for length
W for width
Some important rules
Figure Area Perimeter

Parallelogram BxH Sum of all Any side and the

perpendicular
sides segment on it

Trapezoid )B1+B2()1/2( Sum of all B1,B2 are the two

xH bases, H is the
sides height
Circle πr2 2πr Perimeter of the
circle is called
circumference
 Solid Surface area Volume

Cube S2 6 S3

Rectangular L x W + W x (2 LxWxH
solid )H + H x L
Cylinder 2πr2 2π r H+ π r 2H

Sphere π r24 (4/3) π r 3

 Area and the length of a sector
.
Only the
Sector curved path

The
θ = Length of sector = Area of sector
central
angle of 360 2π r πr2
the sector
Circle’s rules
All radii of the same circle are equal in length- -

The tangent to a circle is perpendicular to the - -

radius at the point of the tangency

If a circle is inscribed in a square, then; the - -
diameter of the circle is equal to the side of the
.square
If a circle is inscribed on a square, then; the - -
diameter of the circle is equal to the diagonal of
the square
Parallelogram
Each two opposite sides are equal in length -
- Each two opposite sides are parallel
Each two opposite angles are equal in measure - -

Each two adjacent angles are supplementary - -

The diagonal are bisecting each other - -
The sum of the measure of the interior angles is - -

360 o
Polygons
A polygon is said to be regular if all its sides are -
equal, and all its angles are equal in measure
The sum of the measure of the interior angles of - -
a polygon that has ( n ) sides is
x 180 o ) n – 2 ( -
:If the polygon is regular - -
Then, the measure of the each angle -
x 180 o /n ) n – 2 ( = -
Coordinate geometry
:The slope of a line
Y2 – Y1 = m
X2 – X1
If two lines, L1,L2 are parallel, then m1=m2
If two lines, L1,L2 are perpendicular, then
m1= - 1/m2
Coordinate geometry
The distance between two points is
2
+ ( x2 – x1)2)y2 – y1 ( √
:The mid-point of a segment is
) x2+ x1 , y2+y1 (
2 2
:The equation of the st. line is
Y = mX + c
Coordinate geometry
Where: m is the slope, and c is the y-intercept
(the cut part of the y-axis)
Any point lies on the line has to justify the
equation of that line
Data Analysis
 Measures of central location:
 Average
 Median
 Mode
 Measures of dispersion:
 Range
 Standard deviation
Average .1

Sum
=Average
how many

Example 1:
What is the average of the following list of
numbers
3,5,8,1,2,7,9and5?
Average ( continued )
3+5+8+1+2+7+9+5
8
=5
 As we see the rule is consists of three

items ( average, sum, the number of

the items ).
 We can find any of these components

by using cross multiplication strategy

Average ( continued )

A N
Example 2:
If the average of x and y is 15, when z is
added to them, the average increased to 20,
what is the value of z?
Average ( continued )
15=(x+y)/2
x+y=30
(x+y+z)/3=20
x+y+z=60
z=30
Average ( continued )
 Example 3:
 If the average of x and y is 20, and the

average of x, y, z and m is 30. What is

the average of z and m?
 x+y=40

 x+y+z+m=120

 z+m=120 – 40 = 80

 Average of z and m = 40
 Average ( continued )
 Example 4:
 Mohamed’s average in the first four tests was 80,

what is the score of the fifth test that could rise

him up to 90?
 The sum of scores for the first 4 tests is

 80 x 4 = 320

 The sum of scores for the first 5 tests is

 90 x 5 = 450

 The score of the fifth is 130.

 Average ( continued )
 Example 5:
 If 2x + 3y = 12, and 3x + 2y = 18.

What is the average of x and y?

2x + 3y = 12
3x + 2y = 18 (by adding)
5x + 5y = 30 ÷5
X+y=6
The average = 3
Average ( continued )
 Example 6:
 If the average of x and y is 13, and the

average of m,l and n is 18. what is the

average of x,y,m,l and n?
Average ( continued )
 Example 6:
 If the average of x and y is 13, and the

average of m,l and n is 18. what is the

average of x,y,m,l and n?
 A common mistake (18+13)/2=15.5

 x+y=26 m+l+n=54
 x+y+m+l+n=80

 The average is 16
Mode .2

Mode is the most

repeated number in the
list
 The mode of: 2,4,5,3,6,3,2,3,7. is 3
Mode (continued)
 Example 1:
Number of Scores
 students
The scores of the
1 45 30 students in a
4 52 certain class in
7 55 mathematics test
8 75 was as shown in
5 80 the table, what is
3 89 the mode in these
2 100 ?scores
Mode (continued)
Number of
students
Scores
•The most
1 45 repeated score is
4 52 the number
7 55 opposite to the
8 75 highest frequency,
5 80 which is 8.
3 89 •The mode is 75
2 100
Median .3

Median is the middle

number in an arranged list
of numbers
Median (continued)
 9,67,4,6,8,4,0,10,4,22,35,75.
 To find the median we have to arrange

them first.
 0,4,4,4,6,8,9,10,22,35,67,75.
Median (continued)
 9,67,4,6,8,4,0,10,4,22,35,75.
 To find the median we have to arrange

them first.
 0,4,4,4,6,8,9,10,22,35,67,75.
Median (continued)
 9,67,4,6,8,4,0,10,4,22,35,75.
 To find the median we have to arrange

them first.
 0,4,4,4,6,8,9,10,22,35,67,75.
Median (continued)
 9,67,4,6,8,4,0,10,4,22,35,75.
 To find the median we have to arrange

them first.
 0,4,4,4,6,8,9,10,22,35,67,75
Median (continued)
 9,67,4,6,8,4,0,10,4,22,35,75.
 To find the median we have to arrange

them first.
 0,4,4,4,6,8,9,10,22,35,67,75
Median (continued)
 9,67,4,6,8,4,0,10,4,22,35,75.
 To find the median we have to arrange

them first.
 0,4,4,4,6,8,9,10,22,35,67,75

 The average of the lifted two numbers

(8,9) is the median, which is 8.5

Median (continued)
 Example 1:
Number of Scores
students The scores of the
3 45 30 students in a
6 52 certain class in
7 55 mathematics test
5 75 was as shown in
4 80 the table, what is
3 89 the median of
2 100 these scores?
Median (continued)

Number of Scores
students 15=30/2
3 45 We starting to count
6 52 from any of the two
7 55 ends of the table in the
column of frequencies,
5 75
tell we reach the 15th
4 80 position. We will stop
3 89 at 7. the median is 55.
2 100
 Range
The Range is the


difference between the

highest and the lowest
observations.
Density Curve
 A density curve is a smooth function
meant to approximate a histogram.
 The area under a density curve is one.
Density Curve
Density Curves: Properties
Density Curves
 Mean of density curve is point at which
the curve would balance.

 For symmetric density curves, balance

point (mean) and the median are the
same.
Characterization
 A normal distribution is
bell-shaped and
symmetric.
 The distribution is

determined by the
mean mu, and the
standard deviation
sigma, .
 The mean mu controls

the center and sigma

controls the spread.
Definitions
 Mean is located in Peak
center, or mode of Point
normal curve.
 The standard deviation
is the distance from
Inf on
the mean to the lec
Po tion f
ti
lec t
inflection point of the int I n oi n
P
normal curve, the
place where the curve
changes from concave
down to concave up.
Construction
 A normal curve is drawn by first drawing a
normal curve.
 Next, place the mean, mu on the curve.
 Then place sigma on curve by placing the
segment from the mean to the upper (or
lower) inflection point on your curve.
 From this information, the scale on the
horizontal axis can be placed on the graph.
)Empirical Rule( 68-95-99.7
 For any normal curve with
mean mu and standard
deviation sigma:
 68 percent of the
observations fall within one
standard deviation sigma of
the mean.
 95 percent of observation
fall within 2 standard
deviations.
 99.7 percent of observations
fall within 3 standard
deviations of the mean.
 Example Questions
 If mu=30 and sigma=4, what are the values
(a, b) around 30 such that 95 percent of the
observations fall between these values?

 If mu=40 and sigma=5, what are the bounds

(a, b) such that 99.7 percent of the values
fall between these values?
Standard Normal Distribution
 The standard normal distribution has mean = 0
and standard deviation sigma=1.
 Graph (Pie chart)
 .

Contribution to GDP by Industries in 1999 Contribution to GDP by Industries in 2000

Use the information provided in the two pie charts provided above. The total contribution to the GDP by the seven sectors
mentioned in the pie charts in the year 1999 was Rs.289640 and Rs.317000 in the year 2000.

1. Which of the industry sectors witnessed the maximum rate of growth during the period 1999-2000?
(1) Petroleum (2) Software & IT (3) Ad & media (4) Cement
Graph (Pie chart)
 .

The changes occur in Petroleum, Software & IT, Steel, and Cement.
But because Cement and Steel face the same changes, then there is no meaning to
compare between them, then the only two cases are Petroleum and Software & IT.
Petroleum faces 1/44 as a ratio of change, but Software & IT faces 1/9. Obviously 1/9
> 1/44.
Then the choice should be Software & IT.
 Graph (Pie chart)
 .

Contribution to GDP by Industries in 1999 Contribution to GDP by Industries in 2000

Use the information provided in the two pie charts provided above. The total contribution to the GDP by the
.seven sectors mentioned in the pie charts in the year 1999 was Rs.289640 and Rs.317000 in the year 2000

2. Which of the industry sectors witnessed a negative growth during the period 1999-
2000?
(1) Auto (2) Defense (3) Steel (4) Petroleum
 Graph (Pie chart)
 .

Contribution to GDP by Industries in 1999 Contribution to GDP by Industries in 2000

Use the information provided in the two pie charts provided above. The total contribution to the GDP by the
seven sectors mentioned in the pie charts in the year 1999 was Rs.289640 and Rs.317000 in the year 2000.

3. What was the rate of growth witnessed by the Software & IT sector during this period?
(1) 1% (2) 12% (3) 33% (4) 22%
 Graph (Pie chart)
 .

To find 9% of 289640, I think it is better to find 1% of it then multiply it by 9, as the following:

1% of 289640 = 2896.4, approximately 2896 x 9 = 26064.
And 10% of 317000 = 31700
The difference between them is the occurred change.
31700 – 26064 = 5636.
To represent it as percentage of the original amount, we should divide it by 26064 and multiply
the result by 100 = 21.6 approximately 22%.