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Virtual Math Lab


GRE Math Practice Test II
"The Adaptive Test"
P. 1 (Problems 1 - 9)


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desk Introduction



If this is your first visit to our website, please read the disclaimer.

Because of the enormity of this part, I split the adaptive test into three pages.  This page, P. 1, has the questions to all levels of the first 9 problems. P. 2 has the questions to all levels of problems 10 - 19. P. 3 has the questions to all levels of problems 20 - 28.

As you click on the links for this test, it will take you to the next page at the appropriate time.

Printing warning: Note that because of all of the levels per problem, there are a lot of questions on this page.  So if you wish to print this out, note that there will be a lot of pages to print.



THE REAL GRE TEST THAT YOU WILL BE TAKING ON THE COMPUTER IS AN ADAPTIVE TEST:   

Adaptive means that the level of the questions that you get are dependent on if you answer previous questions correctly or not.  The higher the level of question the higher the overall weight that problem has. 

Also note that the design of the test is different from this practice test.  All the problems on this test are on the same page, though as you click on your answer, it will bring you to the appropriate next problem.  On the GRE test you will be taking, one problem at a time will appear on your computer screen.  When a problem appears, you will click on the answer at which point it proceeds to the next problem.



HOW IS THE PRACTICE TEST ON THIS PAGE SET UP?:


IF THIS IS YOUR FIRST VISIT TO THIS WEBPAGE, IT IS IMPORTANT THAT YOU READ THIS SECTION!!


This test is set up like an adaptive test.  When you click on the letter of the answer of your choice it will bring you to the appropriate level of the next question based on the correctness of that choice. 

Each problem will have a two digit number.  The first digit is the problem number.  The second digit is the level number.  For example, if you see 10 - 3, this is problem 10, level 3. 

The levels indicate the hardness of  a problem.  There are five levels, 1 - 5, with 1 being the easiest and 5 being the hardest. 

As you go through the test, note that your answers ARE NOT being recorded. On a piece of paper, you need to write down the two digit number and the answer to each problem you do. 

There are 28 questions to the test and all levels of the adaptive test are on this webpage.  I did that so that it would make it easier for you to print the questions out if you desire.  Just note that when you take the test, you will be clicking on your answer and that you will only be answering one level per question, for a total of 28 questions. 

Printing warning: Note that because of all of the levels per problem, there are a lot of questions on this page.  So if you wish to print this out, note that there will be a lot of pages to print.



HOW TO EFFECTIVELY USE THIS WEBPAGE:


On a piece of paper keep track of your answers to this test. Make sure you mark down the problem number and the level number with your answer. Note that even though you are clicking on your answers, they are not being recorded.

You have 45 minutes to take the quantitative section of the real test, so to get the most out of this you may want to time yourself at 45 minutes to see how you do against the clock. 

You DO NOT get formulas on the actual test, so practice it that way.

You CANNOT use a calculator on the real test, so practice it that way

You can use scratch paper on the actual test, so by all means practice it that way. 

Check your answers.  At the end of the test you will see a link to an answer key and an answer key with explanations.  When you get to answer key with explanations page it will have links to the mathematical area(s) that each question comes from in case you need to go back and review.  Note that if you ended up with mostly level 4 or 5 questions you are on the right track.  If you ended up with mostly level 1, 2, or 3 questions you need to go back and review.



desk Practice Test II, Problems 1 -9



Everyone needs to start with 1 - 3 (problem 1, level 3). 

Again, make sure you mark the problem, level, and answer to each question on a sheet of paper. 

Click on the letter of your answer and it will bring you to the next appropriate question.



   

1 - 3.

Column A
Column B


A)  Column A’s quantity is greater.

B)  Column B’s quantity is greater.

C)  The quantities are the same.

D)  The relationship cannot be determined from the information given.


 
   

2 - 2. 

Column A
Column B


A)  Column A’s quantity is greater.

B)  Column B’s quantity is greater.

C)  The quantities are the same.

D)  The relationship cannot be determined from the information given.


 
   

2 - 4. 

Column A
Column B


A)  Column A’s quantity is greater.

B)  Column B’s quantity is greater.

C)  The quantities are the same.

D)  The relationship cannot be determined from the information given.


 
   

3 - 1.  A cylindrical building contains wheat.  The building has a radius of 20 feet and a depth of 50 feet.  What is the volume of this cylindrical building?

A)   square feet 

B)   cubic feet 

C)   square feet 

D)   cubic feet 

E)   cubic feet


 
   

3 - 3.  A cylindrical building contains wheat.  The building has a diameter of 17 feet and a depth of 40 feet.  What is the volume of this cylindrical building?


A)   square feet 

B)   cubic feet 

C)   square feet 

D)   cubic feet 

E)   cubic feet


 
   

3 - 5.  Two identical cylindrical buildings contain wheat.  Each building has a diameter of 21 feet and a depth of 30 feet.  If one cubic foot of wheat weighs 7 pounds, approximately how many pounds of wheat can be stored if both building are full.

A)   46,305 

B)  290,795 

C)   581,591 

D)  72,699 

E)   145,398


 
   

4 - 1. 

Column A
30% of 50,000
Column B
1500



A)  Column A’s quantity is greater. 

B)  Column B’s quantity is greater. 

C)  The quantities are the same. 

D)  The relationship cannot be determined from the information given.


 
   

4 - 2. 

Column A
7% of 25,000
Column B


A)  Column A’s quantity is greater. 

B)  Column B’s quantity is greater. 

C)  The quantities are the same. 

D)  The relationship cannot be determined from the information given.


 
   

4 - 4. 

Column A
7.5% of 8000
Column B


A)  Column A’s quantity is greater. 

B)  Column B’s quantity is greater. 

C)  The quantities are the same. 

D)  The relationship cannot be determined from the information given.


 
   

4- 5. 

Column A
.065% of .4
Column B

A)  Column A’s quantity is greater. 

B)  Column B’s quantity is greater. 

C)  The quantities are the same. 

D)  The relationship cannot be determined from the information given.


 
   

5 - 1.  If , what is the value of x?


B)  4 

C)

D)  11 

E)   17


 
   

5 - 2.  If , what  is the value of x?


A)  

B)  1 

C)

D)  16 

E)   40


 
   

5 - 3.  If  and a, b, c, and d are positive, then which of the following has to be true? 


B)

C)

D)

E)


 
   

5 - 4.  If , what is the value of ?


A)   -4 

B)    3 

C)    4 

D)   11 

E)   16


 
   

5 - 5.  If , what is the value of ?

A)   -4.5 

B)   -15 

C)     4.5 

D)    15 

E)    -27


 
   

6 - 1. 

Column A
Two different coins are tossed. 
The number of possible outcomes 
of tossing the two coins. 

Column B
4

 


A)  Column A’s quantity is greater. 

B)  Column B’s quantity is greater. 

C)  The quantities are the same. 

D)  The relationship cannot be determined from the information given.


 
   

6 - 2. 

Column A
A combo special includes one sandwich, 
one bag of chips and one drink. 
There are four types of sandwiches, 
three types of chips and three types of drinks. 
The number of combos possible.
Column B
24 
 
 

 



A)  Column A’s quantity is greater. 

B)  Column B’s quantity is greater. 

C)  The quantities are the same. 

D)  The relationship cannot be determined from the information given.


 
   

6 - 3. 

Column A
The number of ways to arrange 
five CD’s on a shelf.
Column B
125 


A)  Column A’s quantity is greater. 

B)  Column B’s quantity is greater. 

C)  The quantities are the same. 

D)  The relationship cannot be determined from the information given.


 
   

6 - 4. 

Column A
Probability of randomly selecting a given 
name out of a hat containing 
fifteen different names.
Column B
.07 


A)  Column A’s quantity is greater. 

B)  Column B’s quantity is greater. 

C)  The quantities are the same. 

D)  The relationship cannot be determined from the information given.


 
   

6 - 5. 

Column A
A bag contains four red, twelve green, 
and 14 black jelly beans. 
The probability that a red one is not picked.
Column B


A)  Column A’s quantity is greater. 

B)  Column B’s quantity is greater. 

C)  The quantities are the same. 

D)  The relationship cannot be determined from the information given.


 
   

7 - 1. 

Column A
x

Column B
7


A)  Column A’s quantity is greater. 

B)  Column B’s quantity is greater. 

C)  The quantities are the same. 

D)  The relationship cannot be determined from the information given.


 
   

7 - 2. 

Column A
Column B

A)  Column A’s quantity is greater. 

B)  Column B’s quantity is greater. 

C)  The quantities are the same. 

D)  The relationship cannot be determined from the information given.


 
   

7 - 3. 

Column A
Column B


A)  Column A’s quantity is greater. 

B)  Column B’s quantity is greater. 

C)  The quantities are the same. 

D)  The relationship cannot be determined from the information given.


 
   

7 - 4.  x is a positive integer:

Column A
y
Column B
1

A)  Column A’s quantity is greater. 

B)  Column B’s quantity is greater. 

C)  The quantities are the same. 

D)  The relationship cannot be determined from the information given.


 
   

7 - 5. 

Column A
Column B

A)  Column A’s quantity is greater. 

B)  Column B’s quantity is greater. 

C)  The quantities are the same. 

D)  The relationship cannot be determined from the information given.


 
   

8 - 1. 

In the figure above, if XY is a line segment, what is the number of degrees in the sum of a + b

a and b are measured in degrees.



A)  40 

B)  50 

C)  90 

D)  130 

E)  180


 
   

8 - 2.

In the figure above, if AB is a straight line and , then how many degrees is y

x and y are measured in degrees.


A)   60 

B)  90 

C)  120 

D)  180 

E)   Not enough information to answer this question.


 
   

8 - 3. 

In the figure above, if XY is a line segment, how many degrees is 4a

a and b are measured in degrees.



A) 

B)  60 

C)  144 

D)  240 

E)  Not enough information to answer this question.


 
   

8 - 4. 

In the figure above, if XY is a line segment, what is the value of 

a and b are measured in degrees.



A) 

B) 

C)   1 

D) 

E)   Not enough information to answer this question.


 
   

8 - 5. 

In the figure above, if XY is a line segment, what is the value of 

a and b are measured in degrees.


A)  

B)  -4 

C)  

D)    4 

E)    Not enough information to answer this question.


 
   

9 - 1. 

Column A
Column B


A)  Column A’s quantity is greater. 

B)  Column B’s quantity is greater. 

C)  The quantities are the same. 

D)  The relationship cannot be determined from the information given.


 
   

9 - 2. 

Column A
Column B

A)  Column A’s quantity is greater. 

B)  Column B’s quantity is greater. 

C)  The quantities are the same. 

D)  The relationship cannot be determined from the information given.


 
   

9 - 3.

Column A
Column B

A)  Column A’s quantity is greater. 

B)  Column B’s quantity is greater. 

C)  The quantities are the same. 

D)  The relationship cannot be determined from the information given.


 
   

9 - 4. 

Column A
Column B


A)  Column A’s quantity is greater. 

B) Column B’s quantity is greater. 

C) The quantities are the same. 

D) The relationship cannot be determined from the information given.


 
   

9 - 5. 

Column A
Column B

  

A) Column A’s quantity is greater. 

B) Column B’s quantity is greater. 

C) The quantities are the same.

D) The relationship cannot be determined from the information given.



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All contents copyright (C) 2003 - 2008, WTAMU and Kim Seward. All rights reserved. 
Last revised on September 29, 2008 by Kim Seward.