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The practice questions are categorized based on the actual GMAT test outline and are immediately scored at the end of each quiz. Every sample question includes a complete rationale and explanation for every question you get wrong. One you finish each quiz, you will be presented with a score report to help track your progress. We are always updating our sample questions — come back often. Preparing for your GMAT exam with practice tests is a great approach.

The benefits of using sample GMAT test questions include:. The GMAT Test is only one factor that colleges use in their admissions processes, but it can be an important factor — you should prepare and strive to do well on the test.

The GMAT is designed to assess your analytical writing skills, integrated reasoning, quantitative abilities, and verbal skills. In order to get in, and succeed, in a competitive business school, you must have a good mix of these skills. Find out more about each individual skill and how you will be evaluated below. The GMAT analytical writing analysis section tests your ability to communicate your thoughts in a clear and concise manner.

Along with communicating your thoughts, you will be expected to think critically. The purpose of this section is to evaluate your ability to communicate effectively via an essay. You will be given 30 minutes to complete this section.

You will be given one topic in which to write on. The topic will ask you to analyze an argument. Specific knowledge of the individual topics is not required - all that is required is your ability to think critically and analyze the argument given to you. In order to do well on this portion of the GMAT exam you will want to take time to plan your argument and organize your thoughts. It is important to develop your ideas throughout the essay and provide supporting evidence for your argument.

Make sure to leave enough time at the end to read your response and make revisions. Reminder — you only have 30 minutes! There are two grading components for the analytical writing analysis portion of the GMAT exam:. The GMAT integrated reasoning portion will evaluate your ability to process information in multiple formats from various sources. This is an important skill for everyone to have due to the numerous ways information and data is presented in the real world.

You will have 30 minutes to answer this portion of the GMAT exam. The integrated reasoning portion includes 12 questions — the questions consist of the following question types:. The GMAT quantitative reasoning portion will evaluate your mathematical skills, as well as your ability to interpret graphic data. You will have 62 minutes to answer 31 multiple choice question. B is the correct answer. A suggests that parents can be vital to the development of motivation, but this has no direct link to attendance, so it doesn't weaken the argument.

C is a It agrees with the parents' position that a stricter policy will not lead to increased learning, the very position you are asked to weaken, so it doesn't have any effect; the parents aren't looking for the school to tighten attendance policies, so finding out that such tightening won't increase their motivation does nothing to the parents' argument. D introduces the idea of accepting responsibility, which sounds like a good thing overall but has no direct bearing on improving attendance.

Finally, E mentions that unmotivated students have poorer performance, but the parents are only interested in ways to get students to improve their attendance, not their performance in school. Choice B is correct. A study of children's television-watching habits by the federal Department of Education found that children aged who watched more than 25 hours of television per week performed worse in school than children of the same age who watched fewer than 25 hours of television per week.

Therefore, parents of children aged should prohibit their children from watching more than 25 hours of television per week. Which of the following, if true, would be best to strengthen the argument above? Answer: D D validates the representativeness of the sample directly.

The author's conclusion is about all parents of children aged D is the correct answer. A is irrelevant because it deals with parents who prohibit their children from watching any television, rather than parents who hold their kids to a hour-per-week limit.

B is not relevant because it concerns physical fitness tests, not school performance. C does nothing to suggest that parents should limit their children's thing to 25 hours per week. It merely offers one reason that the shows kids watch are of little educational value. And E is irrelevant. The argument is not concerned with the habits of these children as they age; it deals only with the school performance of children from age 7 to In each of the problems, a question is followed by two statements containing certain data.

You are to determine whether the data provided by the statements is sufficient to answer the question. This is a Value question, which means that sufficiency requires one and only one value for b. We need a value for a or a 2 in order to solve for b. Statement 1 gives a value for a 2. Therefore, it is sufficient, thus eliminating B , C , and E.

Note that using the Kaplan Method will keep you from falling into a trap laid by the testmaker. If you thought from the first statement that having two possible values--one positive and one negative-for a meant that the information was insufficient to get one value, you might have thought you need information in Statement 2 to get one value for a. However, by determining what you need for sufficiency before looking at the statements, you realized that it does not matter whether we have the positive or negative value of a , as long as we can solve for one and only one value for b.

This is a Value question, so we'll, so we'll need one exact value for p. There's nothing to simplify in the question stem, but it's worth noting that is an integer-we won't need to consider decimal values. So what we need is very clear-one specific numeric value for p. Statement 1 doesn't give us one exact value, as there are many prime numbers. Eliminate A and D Likewise, Statement 2 doesn't give us one exact value, only a range with eight possibilities.

Eliminate B. To choose between C and E , we must consider these statements in combination. Treating 1 and 2 as one long statement, we know that p is between 88 and 95, inclusive, and that it's prime. If you happen to have all the primes through memorized, then you know right away that p can only equal 89 and that the answer is C. But what if you don't have all those primes memorized? When evaluating a reasonably short list of numbers, it's often beneficial to write out the possibilities on your noteboard.

A prime number is a number that is divisible only by 1 and itself. So any of these that are divisible by any other number can be crossed off the list. If we can cross off seven of these eight numbers, we'll know p. Any even number is divisible by 2, so that eliminates 88, 90, 92, and Any number that ends in a 0 or a 5 is divisible by 5, so that eliminates 95 and 90, if it weren't already gone.

We know that 93 is divisible by 3. The divisibility test for 3 is to check whether the digits of a number sum to a multiple of 3; if so, that number is itself divisible by 3. The digits of 93 are 9 and 3. We've checked for divisibility by the primes 2, 3, and 5. What about the next prime, 7? There is a little-known way to test divisibility by 7. But the GMAT often rewards test takers who think about numbers in creative ways, so even if you don't know the divisibility rule, you can still try to break 91 into multiples of 7 that you know.

So, it's definitely a multiple of 7 and can be eliminated. We have now determined that p must equal The statements together are sufficient, so the answer is C. Incidentally, that little-known divisibility test for 7 is this: separate the units digit from the rest of the number, then multiply that units digit by 2.

Subtract that from what's left of the original number. If the result is a multiple of 7, the original number is a multiple of 7. Here's how that works for Separate 91 into the digits 9 and 1. So 91 is a multiple of 7. Try it out on other multiples of 7. What can we learn from the stem? It tells us that y is positive and asks us whether x is negative. What would constitute sufficiency? Learning that x is definitely negative or that x is definitely not negative.

Keep in mind that the number 0 is neither positive nor negative. To get a positive outcome when multiplying two variables, we need to have either two positive numbers or two negative numbers. Because the question stem tells us that y is positive, that means that x also has to be positive. Therefore, this statement is sufficient to answer the question with a "no" x cannot be negative in this case , and we can eliminate B , C , and E.

Adding y to both sides of this equation shows that x is 6 greater than y. Since we already know that y is positive, Statement 2 is sufficient to answer the question with a "no," and we can eliminate A.

The correct answer is D : Either statement alone is sufficient to answer the question. In this Value question, we must find one and only one value for x to have sufficiency. Statement 1 provides an equation that allows us to determine the value of x 2. Every positive number has two square roots, one positive and one negative, so this statement narrows things down to two values for x : 5 and Without further information, we cannot determine one and only one value for x , so this statement is insufficient.

Eliminate A and D. Statement 2 provides an equation in which at least one of the expressions 3 x or x - 5 is equal to 0. That translates into two possible values for x : 0 and 5. We need one and only one value for sufficiency, so this statement is insufficient. Combining the statements tells us that x is either 5 or -5 and either 0 or 5.

The only way to satisfy both statements is for x to be 5. That is the one and only one possible value for x , so combining the statements leads to sufficiency, and the correct answer is C.

Question 18 Show Details If a coffee shop sold cups of coffee, some of which were large cups and the remainder of which were small cups, what was the revenue that the coffee shop earned from the sale of coffee? This is a Value question. Simplifying a word problem essentially entails understanding the situation, allowing us to figure out what variables would need to be calculated in order to answer the question.

This coffee shop sells two sizes of coffee, and we are asked to determine its revenue. To answer this question, we need to ascertain both how many cups of each size were sold and the price of each size of cup.

Statement 1 has no pricing information at all. We can eliminate A and D as potential answers. Even though we could create an equation that, when combined with the stimulus, would tell us the number of cups of each size that were sold, doing so would be a waste of time-we already know that Statement 1 is insufficient, so there's no point in working further. Statement 2 tells us the price of one size-small. This is insufficient because it tells us nothing about the price of the large cup or about the number of cups sold.

We can now eliminate B. Because each statement alone is insufficient, we now combine both statements to determine whether they are sufficient together. Combined, we still know nothing about the price of a large cup. A crucial piece of data is missing, so the two statements combined are insufficient to answer the question.

Eliminate C. The correct answer is E. A code is to be made by arranging 7 letters. Three of the letters used will be the letter A, two of the letters used will be the letter B, one of the letters used will be the letter C, and one of the letters used will be the letter D.

If there is only one way to present each letter, how many different codes are possible? We have to make a seven-letter code, but some of our letters are repeated. We have three As two Bs, one C, and one D.

We have to calculate the possible number of different codes. We'll calculate the number of permutations, remembering to take the repeated letters into account. To calculate the number of permutations where some of the elements are indistinguishable, we'll divide the total number of permutations by the factorial of the number of indistinguishable elements.

So we have: 7! If a rectangular billboard has an area of square feet and a perimeter of 42 feet, what is the length of each of the shorter sides? We know two facts about the rectangle: the area and the perimeter.

We need to find the length of the shorter side, so we should try to use the area and perimeter information to set up equations that we can use to solve for the side lengths. Notice that since the answer choices are all numbers, we can also Backsolve to find the length of the sides. Step 2: State the Task Use the definitions of the area and perimeter of the rectangle to solve for the length of each of the two equal shorter sides of the billboard. The area is the product of the two sides, and the perimeter is the sum of the four sides.

Because we have two equations and two variables, we can solve for L and W. We are looking for two numbers whose product is and whose sum is We can factor the to determine the pairs of numbers that must sum to The only pair whose sum equals 21 is 8 and Choice C is correct. Let's say that you started with D. If the shorter side is 13, then the two short sides of the billboard total 26 feet.

That leaves 42 - 26, or 16 feet for the two longer sides. They must be, therefore, 8 feet each. Except, of course, that is 13 is the "shorter" side, 8 can't be the "longer" side.

So, the shorter side must definitely be less than 13 feet; d and E can be elminated. Now we test B. If the shorter side is 7, then the two short sides of the billboard total 14 feet. That leaves 42 - 14, or 28 feet for the two longer sides. They must be, therefore, 14 feet each. Is the area ? Even if you don't see why the shorter side has to be longer and decide that you needed to test another choice, the fact that you already know that 8 x 13 yields a valid perimeter would lead you to test C.

Answer choice C is correct. Read back over the problem, confirming that your solution accurately follows the information in the question. For example, if you accidentally solved for the longer side, you'd have chosen D ; this step would allow you to change a wrong answer into a right one. If x is an integer and 2. Step 1: Analyze the Question We know two things about x : it's an integer, and 2. For 2. That's just over the limit of ,, so the maximum value of x is 4. The correct answer is D. Step 4: Confirm Your Answer A great way to confirm the answer on this type of question is to write the number down on your noteboard before counting the number of decimal places to move.

John spent 40 percent of his earnings last month on rent and 30 percent less than what he spent on rent to purchase a new dishwasher. What percent of last month's earnings did John have left over?

Since the answer choices are percents, picking is a good idea. Some answer choices are widely spread out. When choices are spread out, estimation and logic are also great approaches. Step 2: State the Task What percent of last month's earnings did John have left over? We care much more about picking manageable numbers than about giving imaginary people a living wage.

It's also important to focus on the fact that we are solving for what he has left after paying for rent and the dishwasher, not what he spent on those things.

Step 3: Approach Strategically Some answer choices could be logically eliminated right away. Then he spends some more. That eliminates D and E very quickly. But let's say that you had the time to solve. Also, D is another trap answer that represents the total percentage of this earnings that John spent.

If negative integers k and p are NOT both even, which of the following must be odd? Step 1: Analyze the Question For this abstract number properties question, we can either apply the rules for odd and even numbers directly or simply pick some numbers to solve the question. Step 2: State the Task We must determine which answer choice must always be odd or, in other words, eliminate any answer choices that can be even.

Step 3: Approach Strategically For some number properties questions, using rules if you are certain of them is faster than Picking Numbers. In this question, the condition that k and p are negative and are "not both even" complicates Picking Numbers but not applying rules.

Since we have rules for odd and even numbers, we can apply them directly to the answer choices. We start with E , since this is a "which of the following" question.

Subtracting one from an even number will always result in an odd number. Therefore, E is always odd and must be the correct answer. Step 4: Confirm Your Answer You can confirm your answer by noting that A through D could be even, judging by odd and even rules.

B is always even, for example. A is odd when k and p are both odd, but the question stem allows for the possibility that one of them is even, and in such a case kp is even.

Peter read P books last year, and Nikki read N books last year. If Peter read 35 more books than Nikki last year, which of the following reflects the relationship?

Step 1: Analyze the Question The sentences in this word problem need to be translated into algebraic statements so that we can determine the relationship between the number of books that Peter and Nikki have read. Step 2: State the Task Once the word problem has been translated, we will apply basic algebra to simplify the statement to match the correct answer choice.

Step 4: Confirm Your Answer This translation directly matches E , but be careful to check that the variables are in the correct order. If 2 is the remainder when m is divided by 5, what is the remainder when 3 m is divided by 5? Step 1: Analyze the Question This question tests our ability to think critically about the characteristics of remainders in division We are told that some number, m , has a remainder of 2 when divided by 5.

Step 2: State the Task We can use our knowledge of number properties to take a particularly strategic approach to this problem. The key will be to pick simple, permissible numbers and apply them to the problem in the question stem. Step 3: Approach Strategically Ask yourself what numbers would be permissible for m.

Since m has a remainder of 2 when divided by 5, m could be any number 2 greater than a multiple of 5. The simplest number to substitute for m is 7. We know that 5 goes into 7 one time with a remainder of 2. Now, apply 7 to the rest of the question stem: 3 m divided by 5. That's B. Step 4: Confirm Your Answer To double-check your work, you could test any other permissible number for m : 12, 17, 22, etc. This confirms that B is the correct choice. Step 1: Analyze the Question This question gives us a complicated-looking equation with one variable.

The answer choices are just numbers. Step 2: State the Task Our task is to solve for the value of x. Step 3: Approach Strategically Since the answer choices are potential values for the variable in the equation, we could just plug those values back in to see which value makes the equation true.

Backsolving is an option whenever you can manageably plug an answer choice into the question stem. That's not a true statement. So we need to try other values. It's very hard to see whether you needed a larger or smaller x , so it's perfectly fine to try different answer choices.

C is a sensible choice to test next, as it's the most manageable. E is the next most manageable. Plugging 5 in for x makes the equation. Step 4: Confirm Your Answer Reread the original equation, making sure you didn't make a careless error such as switching the plus and minus signs. How many students are in the art class?

Step 1: Analyze the Question In this question, we are presented with a series of parts that make up the whole- in this case, the number of students in an art class. Notice that most of the whole is identified as fractions of the whole, while one part is identified as a specific quantity. We can use this to our advantage. Step 2: State the Task Determine the sum of the fractions in the question stem sculptures, oil paintings, watercolors , since this makes up all but one part of the whole number of students.

Subtracting this fraction from 1 will provide the fraction of the whole that is the remaining part mosaics. Finally, we will solve for the number of students in the class. Note that this question can also be solved by Backsolving, since all of the answer choices are numbers and we can test out the answer choices to see if 10 pieces remain after calculating the number of other pieces of artwork.

Let's assume that the total number of students in the class is x. Step 4: Confirm Your Answer Plug your value for x into the original equation to confirm your calculations are correct.

Base your answers on information that is either stated or implied in the passage then click to see the answers. Passage Prior to the nineteenth century, both human and animal populations were limited by the finite resources such as food to which they had access.

When the enormous increases in prosperity ushered in by the Industrial Revolution essentially freed many Western nations from these constraints, scientists of the time expected Malthusian explosion in population. However, an inverse relationship between prosperity and reproduction was soon noted; the average size of families fell.

The trend continues to this day and has spread to recently industrialized portions of the world. Early biologists tried to explain the transition to smaller families by drawing comparisons to the animal world. Animals that have many young tend to live in hostile, unpredictable environments. Since the odds against any given offspring's survival are high, having many offspring increases the chance that at least one or two of them will survive.

In contrast, animals that have fewer children but invest more resources in childrearing tend to live in stable, less hostile environments.

Therefore, the biologists observed, progeny that have acquired the skills they need to compete while sheltered by a family have an advantage over their less prepared competitors. By analogy, if people living in a prosperous environment produced only a few, pampered children, those children would outcompete the progeny of parents who had stretched their resources too widely.

Critics of this theory argue that there are limitations in conflating animal and human behavior. They argue instead that changes in social attitudes are adequate to explain this phenomenon.

To a family in a society that is tied to the land, a large number of children is a great boon. They increase family income by being put to work early, and usually some can be persuaded to care for their parents into old age.

As a society becomes richer, and as physical labor becomes less important, education may extend into the early twenties, making children economically unattractive as they now consume family assets rather than produce them. Meanwhile, plans such as pensions and Social Security mitigate the need for children to care for their parents into their dotage.

Answer: D In evaluating the choices for a "primary purpose" question, it is often useful to start with a scan of the initial verb. This should be the choice we read first. When we do, we find that is a perfect match n is, in fact, the correct answer.

A is incorrect because the author doesn't "criticize" anything.

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