Algebra For questions in the Quantitative Comparison format (“Quant answer choices are always as follows: A” and “Quantity B” given), the (A) Quantity A is greater. (B) Quantity B is greater. (C) The two quantities are equal. (D) The relationship cannot be determined from the information given. For questions followed by a numeric entry box: C7] you are to enter your own answer in the box. For questions followed by fraction-style numeric entry boxes LC] youre to enter your answer in the form of a fraction. You are not required to reduce fractions. For example, if the answer is 1/4, you may enter 25/100 or any equivalent fraction. All numbers used are real numbers. Alll figures are assumed to lie in a plane unless otherwise indicated. Geometric figures are not necessarily drawn to scale. You should assume, however, that lines that appear to be straight are actually straight, points on a line are in the order shown, and all geometric objects are in the relative positions shown. Coordinate systems, such as xy-planes and number lines, as well as graphical data presentations such as bar charts, circle graphs, and line graphs, are drawn to scale. A symbol that appears more than once in a question has the same meaning throughout the question, 1. If 3x + 2(x +2) = 2x + 16, then x= (A)3 (B)4 (©) 20/3 (D) 10 (BE) 12 3X47 —=10 2.1fx=Oand XxX ; What is the value of x? [ 3. If 4(-3x - 8) = 8(-x + 9), what is x2?[ 4.1f3x+7 = 4x +8 =2(-2x- 6), what is the value of x? 5. If 2x(4 - 6) = -2x + 12, what is the value of x? 3(6-x) 6.Ifx=0and 2X » what is the value of x? 13 13 and X+13 —, what is the value of x? [ 10(-3x+4) 10—5x ; What is the value of x? 7.x 8—2(-4+10x) 9. 1x #2 and 2-X ©" what is the value of x? 10. -5 is 7 more than -z, Quantity A Quantity B z “12 11. If @& +3)? 225, which of the following could be the value of x - 1? (13 (B) 12 (-12 (D) -16 (B)-19 12.Quantity A x -4x +3 1 13. p=3002-¢ c= 100 Quantity A Quantity B P 29,000¢ 14. 1f3(7 - x) = 4(1.5), then x = [_] 15. 1,200x + 6,000 = 13,200 12y + 60= 132 Quantity 4 B x y 16. (x3 = 64 Quantity A xt x8 17.1f 308 - 7 = 74, what is 2 £2 (A) -3 (B)3 (C)6 (D)9 (E) 18 18. If 3x +7 - dx + 8 = 2(-2x - 6), what is the value of x? [_] 19. Ify= 4x + 10 and y = 7x = 5, what is the value of y?| 20. If 2h - 4k = 0 and k= h - 3, what is the value of h + k? | 21. Ifx-y=4 and 2x + y= 5, what is the value of. | 22. Ifx + 2y=5 andx- what is the value of x? | 23. 4x ty +32-34 4x+3z=21 What is the value of | 24, Quantity A («+ 2)(x=3) 25. Quantity A (s+ 1)(s +5) 26. Quantity A (x+y) + dy) want 2s?+ 11s +4 xy>027. x2 -2x=0 Quantity A x 2 28. Quantity A Quantity B d(@-2d+ 1) d(d2-2d)+1 29. Quantity A Quantity B xy?z(x2z + yz? = xy) B22 + ay8e3 - x2yhe 30. a= 2b =4canda, b, and c are integers. Quantity A atb ate 31 k=2m=4n and k, m, and n are nonnegative integers. Quantity A Quantity B km kn For the positive integers a, b, c, and d, a is half of b, which is one-third of c. The value of dis triple that of c. ‘Quantity A Quantity B a+b a+b+c € d 0 and xy = 0, which of the following MUST be true? such statements.34, Quantity A 245 35.1f(x-yy=V12 and (x +») = V3, what is the value of x? - y2? (A)3 (B)6 (9 (D) 36 (E) It cannot be determined from the information given. 36. ab Quantity A a-b b-a 37. 6 2 3b Quantity A a x y® 38. Ifxy #0 andx = (Pry (OP ty?) (Al (B)x?-y? (Ex? -y° Quantity B xt2y-2 Quantity B Quantity BDays (E) X -y° xe +2xyty? 39.uxe-y, x+y) (Al (B) 1/2 @xty (D) xy (B) 2xy a-b° 4p aa bt 4o.ttab +0, (4 +b* \(a°+6*) (A) (B)a-b (© (a+ ba -b) (D) (@? + b?)(a? - b?) a-b a+b al. xy xy #0 Quantity A Quantity B ~~ # y+ x+ 1 y x 42. Ifx + y=-3 and x? + y? = 12, what is the value of 2xy? [_] 43. Ifx-y = 1/2 and x? - 2 , What is the value of x+y?[ 44. If x? - 2xy = 84 and x -y [ 45. (x= 2)? + (ee IP tax? +t IP + et 2 = 10, what is the value of |p|? (A) 5x? (B) 5x? +10 (C)x2 +10 (D) 5x? + 6x +10 (E) 5x2- 6x +10 46. Ifa = (x+y)? and b = x? +y? and xy > 0, which of the following must be true? Indicate all such statements. QDa-5 Oa>o Da is positive 47. a is directly proportional to b. Ifa = 8 when b = 2, what is a when b = 4? (a) 10 (B) 16 (C)32 (D) 64 (©) 128 48. a is inversely proportional to b. If'a = 16 when b = 1, what is 6 when a = 8? (A) -2 (B)-1 (C2 (D)4 (E)8 49. The time it takes to erect a bonfire is inversely proportional to the number of students doing the work. If it takes 20 students 1.5 hours to do the job, howlong will it take 35 students to do the job, to the nearest minute? (A) 51 (B) 52 (©) 53 (D) 54 (E) 5550. 51. 52. 3a + 2b =20 and 2a +3b=5 Quantity A a+b a m+ 2n=10 and mis 50% of n n For the integers a, b, and c, the sum of a and b is 75% of e. Quantity A Quantity B (B/A)(a +b) CEG) 53. If 2a = 4b = 8c= 10, then 64abe= 54. If 4m? + 6n3 - 55. Ifa+b=8,b (A) 64,000 (B) 16,000 (©) 8,000 (D) 4,000 (E) 1,000 [_] [ 9 = 16, what the value of 2m? + 352 11, and a + c= 5, what is the value of a +b +c?Algebra Answers 1. (B). Distribute the 2 on the left side over the (x +2), then combine like terms and simplify: 3x + 2(r+2)=2x+16 2x+4=2x+16 5x 4+4=2x +16 3x+4=16 3x=12 x=4 2.1. First, multiply both sides by x to get: 3x+7= 10x T= 7x l=x The answer is 1. By the way, “x #0” was in the problem simply because the problem had x on the bottom of a fraction, and dividing by zero is illegal. This is just the problem writer’s way of assuring you that the problem, in fact, has an answer. So, you generally don’t have to worry about verbiage like “xx == 0.” 3.676. Distribute, group like terms, and solve for x: A(-3x - 8) = 8Cx +9) -12x - 32 =-8x +72 -32=4x +72 -104 -26 Then, multiply 26 by 26 in your calculator (or -26 by -26, although the negatives will cancel each other out anyway) to get x?, which is 676. 4.9, 3x4 7-4x + 8=2(-2x- 6) ext 15=-4x-12 3x +15 = +12 3x=-27 x= 3.6 2x(4-6)=-2x + 12 2x(-2) = =2x + 127.0. 13 = 1(¢+ 13) 13=x+13 O=x 10(-3x +4) 8.1. 10=5x 10(-3x + 4) = 2(10 =2 -30x + 40 = 20 - 10x 40 = 20 + 20x Ox 20 lax 9.6. 2=x 8 -2(-4 + 10x) =17(2 =x) 848 -20x=34- 17x 16 - 20x=34- 17x 16 =34 43x Because z= 12 > -12, Quantity Ais greater. 11. (E). Begin by square-rooting both sides of the equation, but remember that square-rooting 225 will yield both 15 and -15 as results. (The calculator will not remind you of this! It’s your job to keep this in mind.) So: x+3=15 x=12 so,x-1=11OR Only -19 appears in the choices. 12. (B). To evaluate the expression in Quantity A, replace x with 2. x2. 4x+3= (27-42) +3 = 4-843=-1<1 Therefore, Quantity B is greater. 13. (A). To find the value of p, first replace ¢ with 100 to find the value for Quantity A: p=3002-¢ p= 300(100)? - 100 300(10,000) - 100 3,000,000 - 100 = 2,999,900 P Since c= 100, the value for Quantity B is 29,000(100) = 2,900,000 Thus, Quantity A is greater. 14. §, Distribute the 3 on the left side and multiply 4(1.5). Feel free to use the calculator: 3(7 -x)=4(1.5) 21-3x 15. (C). First, solve for x: 1,200x + 6,000 = 13,200 1,200x = 7,200 x=6 Now, solve for y: 12y + 60 = 132 12y=72 ysThe quantities are equal. Alternatively, you could have noticed that dividing both sides of the first equation by 100 ‘would yield an equation identical to the second one, except with x in place of y. Thus, without solving the equations, you could note that the two quantities must be the same. 16. (A). First, solve for x: - (0) = 64 (x) = -64 ‘Your calculator will not do a cube root for you. Fortunately, on the GRE, cube roots will tend to be quite small and easy to puzzle out. Ask yourself what number times itself three times equals -64? The answer is x= 4. Since x is negative, Quantity A will be positive (a negative number times itself four times will be positive) and Quantity B will be negative (a negative number times itself five times will be negative). No further calculations are needed to see that Quantity A is greater. 17. (©). First, solve for f: 38. 38 =81 B=27 1=3 Now, plug f= 3 into 2 - t: GY-3=9-3=6 18. -9. First, combine like terms on each side: 3x47 4x48 = 2(-2x- 6) -xt15=-4y-12 3x+15=-12 3x=-27 x= 19, 30, Since each equation is already solved for y, set the right side of each equation equal to the other. 4x+10=7x-5 10=3x-5 15=3x S=x Substitute 5 for x in the first equation and solve for y. y=4(5) +10 y=30andy = 30. Be sure to answer for y, not x. 20. 9, Since the second equation is already solved for k, plug (/r = 3) in for k in the first equation: 2h-4k=0 2h-4(h-3)=0 2h-4h+12=0 -2h=-12 h=6 Substitute 6 for h in the second equation and solve for k. k=(6)-3 k=3 h=6andk=3,soh+k=9. 1.3. Notice that the first equation has the term -y while the second equation has the term +y. While you could use the substitution method, adding the equations together will make -y and y cancel, so this is the easiest way to solve for x. 22. 1, Both equations have the term +x, so you can eliminate the variable x by subtracting the second equation from the first: Plug this value for y into the first equation to get x + 2(2)= 5, or x Be very careful to change the sign of each term in the second equation when subtracting. For example, -(-4y) = +4y and -(-7) = +7. Alternatively, you could have multiplied the entire second equation by -1 to get -x + 4y = 7 and then added this equation to the first. Either way, x = 1. 23. 13. This question contains only two equations, but three variables. To isolate y, both x and z must be eliminated, Notice that the coefficients of x and z are the same in both equations. Subtract the second equation from the first to eliminate x and z. ax ty +3234 (4x4 32=21)yal3 24. (C). FOIL the terms in Quantity A: (x + 2)(x-3) =x?- 3x + 2x-6= The two quantities are equal. 25. (A). FOIL the terms in Quantity A: (2s + 1)(s + 5) = 2s? + 10s +5 +5=252+ 115 +5 Since 2s? + 11s appea in both quantities, eliminate it. Because 5 is greater than 4, Quantity A is greater. 26. (B). FOIL the terms in Quantity A: (2x - y)(x + Ay) = 2x? + Sxy - xy - dy? = 2x? + Ixy - 4y? ce 2x? and -4y appear in both quantities, eliminate them. Qué Ais now equal to 7xy and Quantity B is now. equal to 8xy. Because xy > 0, Quantity B is greater. (Don’t assume! If-xy were 0, the two quantities would have been equal. If xy were negative, Quantity A would have been greater.) 27.(D). Factor x? - 2x = 0: x7-2x=0 x(e-2)=0 x=0OR(x-2)=0 x=0or2, Thus, Quantity A could be less than or equal to Quantity B, The answer is (D). (Note that you CANNOT simply divide both sides of the original equation by x. Iti illegal to divide by a variable unless you have evidence that that variable does not equal zero.) 28. (D). In Quantity A, multiply d by every term in the parentheses: d(@ -2d+1)= (dx a?) «(dx 2d) + (d= B20 +d In Quantity B, multiply d by the two terms in the parentheses: d(d*-2d)+1= (dx d®) -(d x 2d) +P-2P +1 Because d3 - 2d? is common to both quantities, it can be ignored. The comparison is really between d and 1. Without more information about d, there is no way to know which quantity is greater. 29. (C). In Quantity A, the term xyz on the outside of the parentheses must be multiplied by each of the three terms inside the parentheses. Then simplify the expression as much as possible. Taking one term at a time, the first is xy2z x x2z = x3y22?, because there are three factors of x, two factors of y, and two factors of z. Similarly, the second term is xy*z « yz? = xyz} and the third is xyz x (-xy?) = -xy4z. Adding these three terms together gives the distributed form of Quantity A: x3y22 + xy323 - x2y4z, This is identical to Quantity B, so no more work is required. 30, (D). Since a is common to both quantities, it can be ignored, The comparison is really between b and c. Because 2h = 4o, itis true that b = 2c, so the comparison is really between 2c and c, Watch out for negatives. If the variables are positive, Quantity A is greater, but if the variables are negative, Quantity B is greater. 31. (D). If the variables are positive, Quantity A is greater. However, all three variables could equal zero, in which case the two quantities are equal. Watch out for the word “nonnegative,” which means “positive or zero.” b a=—, 32. (C). The following relationships are given; 2 terms of that variable. For instance, variable a: 3 and d= 3c. Pick one ¥; b-2a ¢=3b=3(2a)=6a d=3c=3(6a)=18a Substitute into the quantities and simplify atbh_a+2a Nie Quantity A: c 6a 6a atbht+c_at2at+Ca_ 9a QuantityB: = 18a 18a le The two quantities are equal 33. [and III only. Since x? - y? = 0, add y? to both sides to get x? = y?. It might look as though x = y, but this is not necessarily the case. For example, x could be 2 andy could be -2. Algebraically, when you square root both sides of x? =y?, you do NOT get x = y, but rather |x| = [y]. Thus, statement I is not necessarily true and statement IT is true. Statement III is also true and can be easily generated algebraically:34. (C). This question may at first look difficult, as there are three variables and only two equations. However, notice that the top equation can be divided by 3, yielding x + 2y ~ 9. This can be plugged into the second equation: (e+2y)+z=11 (2-11 z=2 Quantity A is simply 2 + 5 = 7. For Quantity B, remember that x + 2y ~ 9, Thus, Quantity The two quantities are equal 35. (B). The factored form of the Difference of Squares (one of the “special products exam) is comprised of the terms given in this problem. you need to memorize for the = +y)@-y) Substitute the values V12 ana-V/3 i place of (-y) and (x +), respectively: =Vi2xv3 Combine 12 and 3 under the same root sign and solve: vy Vl2X3 vy V36 ~y=6 2 x 36. (B), Plug in any two unequal values for a and b, and Quantity A will always be equal to -1. This is because you can factor a negative out of the top or bottom of the fraction to show that the top and bottom are the same, except for their signs: a-b_ a-b b-a -(a-b) 37. (D). To compare a and c, put c in terms of a. Multiply the first equation by 2 to find that b = 2a. Substitute into the second equation: c= 3b = 3(2a) = 6a. If all three variables are positive, then 6a > a. Ifall three variables are negative, then a> 6a. Finally, all three variables could equal 0, making the two quantities equal.38. (C). The Difference of Squares (one of the “special products” you need to memorize for the exam) is x? - y2= (x 36 +y)(x- y). This pattern works for any perfect square minus another perfect square. Thus, x°9 - y°6 will factor 36 x according to this pattern. Note that = (x96) = x °F = x18 or x56 = (x!8)2, First, factor x6 - y3 in the numerator, then cancel x!8 + y!8 with the x8 + y!8 on the bottom: The x!8- y!8 in the numerator will also factor according to this pattern. Then cancel x? + y® with the x? + y® on the bottom: Gt =9")_ eer) (x?+)") y | 39. (B). First, you need to know that x2 + 2xy +? = (x+y). T memorize for the exam. Factor the top, then cancel: s one of the “special products” you need to 40. (C). The Difference of Squares (one of the “special products” you need to memorize for the exam) te 2 x2-y? = (x +y)(x-y). This pattern works for any perfect square minus another perfect square, Note that V a = ab (a2 40° \(a +6? 4 Now, factor a‘ - b* according to the same pattern: anv _ (ert h(e-0) a+b =¢-5? Since a? - b? does not appear in the choices, factor one more time to get (a + b)(a - 5), which is choice (C).41. (D). You could simplify first and then plug in examples, or just plug in examples without simplifying, For instance, ifx=2andy=1: Quantity A: 1 5 xt— 242 4 Quantity B: x 2 2% Inthis case, Quantity A is greater. Then, try negatives. Ifx = -1 and y=-2 (remember, x must be greater than y): Quantity B: x -l Quantity Ais still greater. However, before assuming that Quantity Ais always greater, make sure you have tried every category of possibilities for x and y. What if x is positive and y is negative? For instance, x ~ 2 and wl oo Quantity A: ” Quantity B: 42. -3. One of the “special products” you need to memorize for the GRE is x? + 2xy + y? = (x +y)2. Write this pattern on your paper, plug in the given values, and simplify +2xy ty? = (ety)? (a2 + y?) + Ixy = (e+ y)? (12) + 2xy= 3)? 12+ 2xy=9 2xy=3343.6, The Difference of Squares (one of the “special products” you need to memorize for the exam) is x? - y2 = (x + y) (x-y). Write this pattern on your paper and plug in the given values: (x + yey) 3=(+y)(12) 6=x+y 44. 4, One of the “special products” you need to memorize for the exam is x? - 2xy + y? = (x - y)*. Write this pattern on your paper and plug in the given values: 2xy + y= (x -y)? 84+y=(-10)? 84+ y7= 100 yale y=4or-4,s0 p|=4. 45. (B). First, multiply out (remember FOIL = First, Outer, Inner, Last) each of the terms in parentheses: (x? = 2x = 2x +4) + (x? = Lx = Lx + 1) + (x) + (x? + Lx + Le +1) + (2? 42x 42044) Note that some of the terms will cancel each other out (¢.., -x and x, -2x and 2x): (x2 +4) + (2 +1) + (x?) + 2 + 1) + P44) Finally, combine: 5x2 +10 46. Mand III only. Distribute for a: a = (x + y)? =x? + 2xy + y?. Since b =x? + y?, a and b are the same except for the “extra” 2xy in a, Since xy is positive, a is greater than b. Statement [is false and statement Il is true. Fach term in the sum for a is positive: xy is given as positive, and x? and y* are definitely positive, as they are squared and not equal to zero. Therefore, a = x? + 2xy + y* is positive. Statement III is true. 47. (B). To answer this question, itis important to understand what is meant by the phrase “directly proportional.” It a =k means that a — kb, where k is a constant. In alternative form: , Where k is a constant. Bad _ Anew 84, So, because they both equal the constant, bay new Plugging in values: 2 4 . Cross multiply and solve: 32 = Laney Agoy = 16 48. (C). To answer this question, itis important to understand what is meant by the phrase “inversely proportional.” Itk a means that), where k is a constant. In alternative form, ab = k, where k is a constant. So, because the product of a and b is always constant: (16)(1) = (8)(b), or b = 2. 49. (A), To answer this question, it is important to understand what is meant by the phrase “inversely proportional.” It time = ——_———_. means that # of students, where & is a constant. In alternative form, (time)(# of students) = k, where k is aconstant. So, because the product of (time) and (# of students) is always constant: (5 hours)(20 students) = (/ hours)(35 students) (1.5)(20) t= ~ 35 6 >x00= 1.43 Remember that ¢ is in hours, so tis 7 o minutes. To the nearest minute, the time is $1 ‘minutes. 50. (B). Because variable a is common to both quantities, the real comparison is between +b and 0. Solve the system of equations for b Multiply the first equation by 2: 3a + 26 = 20 —9 6a + 4b = 40 Multiply the second equation by 3: 2a + 3h = 5 —9 6a + 9b = 15 Subtract the resulting second equation from the resulting first equation, canceling the a terms: -5b=25 b=-5 Because b is negative, Quantity B is greater. 51. (C). Since m+ 2n = 10 and m = 0.5n, substitute 0.5n for m to get: 0.5n+2n=10 2.5n=10 n=4 Substitute m = 4 back into either equation to get m= 2. Since 2? = 4, the two quantities are equal. 52. (D). If a, b, and c are positive, Quantity B is greater. If the variables are negative, Quantity A is greater. For instance, a ~ 1, h = 2, and c~4 are valid numbers to test (since 1 + 2 is 75% of 4). In such a case, Quantity B isobviously greater. But a =-1, b = -2, and c= -4 are also valid numbers to test, in which case Quantity A is greater. 53. (E), First, divide the entire given equation by 2 to simplify: a= 2b = 4e=5 Then, break up the equation into several smaller equations, setting each variable expression equal to 5 a=5 2b=5 (s0b=2.5) 4e=5 (s0.¢= 1.25) Thus, 64abe = 64(5)(2.5)(1.25) = 1,000. 54, 12.5. You do not need to solve for m and n to answer this question, (Nor is it possible to do so!) Simplify the equation: 4m? + 6n3 -9 = 16 Am? + 6n3 = 25 Now divide both sides of the equation by 2 2m? + 3n3 = 12.5 This is exactly the quantity the problem is asking for. No further work is required, 55. 12. While this problem can be solved by substitution, it is much easier and faster to simply stack and add all three equations. To keep them lined up properly, insert “placeholder terms”—for instance, instead of a + b= 8, write a+b +0c= 11 or 1a + 1b + 0c= 11 (since this equation does not use the variable c, it has “zero c”) la+ 1b +0c=8 Qa+1b+1e=11 la+0b+1e=5 2a +2b+20e=24 Divide both sides of the equation by 2 to geta +b += 12.