Example of a GRE "Arithmetic" Question

If you are beginning your preparation for the GRE Quantitative Section, you might start with the Arithmetic chapter in your prep materials. (I recommend the Manhattan 5 lb GRE Practice Problems.)

Keep in mind, though, that the makers of the GRE can and do create spaghetti out of the most basic arithmetic. Why do they do this? I will explain more in another post, but there are some reasons we can infer right off. They are not testing whether you can do arithmetic—it is a given for achieving a credible score—but rather, how well you can reason quantitatively using arithmetic. And arithmetic is only the beginning.

Here is an example:

On a certain planet, they have sold 2.3 billion lottery tickets. 1 in 50 million are winners. How many winners are there? (The online calculator allowed on the exam handles up to 8 digits only.)

(A) 5
(B) 4.6
(C) 46
(D) 460
(E) 4600

Solution:

Alternatively, you could use scientific notation. But, you cannot brute force the large numbers into the calculator. Many of my new students rely heavily on the calculator, but not for long (heh heh).

This problem is testing your facility with place value, and your attention to detail. It may seem basic, but many candidates need to review.

Some people will be able to do this problem mentally, but be careful—it’s easy to lose a decimal place or two.

Regarding Tips and Tricks on the GRE Quant (Math) Section

“Tips” and “Tricks” is a buzz-phrase for almost any exam. Mainly because it implies using some kind of shortcut to get a correct answer while avoiding having to understand and apply concepts.

When it comes to the GRE, I have plenty of tips and suggestions for you, but sadly, no tricks.

The GRE is a tightly engineered exam, so much so that it seems to own the “trick” department. It begs the question: how and why does it seem to the exam taker that “they” are trying to trick you?

After years helping students prepare for the GRE, I think that ….. often when we feel that they are trying to “trick us—that is the real test. I have expressed many times the idea that the GRE Quant section tests a variety of skills. (Really, I don’t see how they would care if you know how to solve a specific Algebra 2 problem—the Subject tests are available if needed.) So, we need to take a look at the various types of skills needed to achieve a good score, and assume that is what they are testing for. And we use our prep time to develop those skills.

GRE Quant: You can't trick the test—use “keys” instead

It often seems that, regarding standardized test prep, there is a demand for lists of “tips and tricks” to outsmart the test and improve your math scores with minimal effort.

I like to think of them more as “keys”—a different metaphor, because, in my years of experience tutoring GRE candidates, I have come to believe that the test is actually trick-proof. That said, we can learn about specific “keys” that can help unlock a possible solution to an unfamiliar question.

Here is an example using a Quantitative Comparison question:

Here is a “key:”

Recognize this as a scare tactic. The numerals are switched to create some visual spaghetti.

1. Translate into a Math sentence using: ____% of _____ = _____.

2. Calculate each side of the equation.

Since the quantities are equal, the answer would be “C” on your answer sheet.

While we all are certainly behind employing tips and tricks to get more questions right and improve scores, these are really adjunct to the actual content knowledge and/or skills needed to achieve high scores.

When viewed as more of a boost, though, they really can help. If you already have some knowledge of the math principles, those can provide that key you might need to complete the problem.

The GRE Isn't an Achievement Test

Actually, the GRE is partly an achievement test. But, I chose the above title because I believe that thinking of the GRE as an achievement test doesn’t help much, and can even hinder your preparation efforts.

An achievement test is about what you know, as opposed to how you problem-solve using what you know. This is because the majority of the questions have twists and turns, like spaghetti, and it is our job to unravel it. So, as we study and practice, we learn how to unravel it, learn some strategies, and create a game plan.

It can help tremendously to adjust how we think about the test. (It’s not just a perceived barrier to acceptance into the graduate program of your choice.) What is the test trying to do? What does it (the authors, actually) want to know about me and my thinking skills?