SECTION 5

1. A If both x and y are integers, it doesn’t matter if they are positive or negative, odd
or even; when the absolute value of their product is taken, by definition, it will be
positive. (None of the other answer choices need necessarily be true, although C, D,
and E could be.)

2. D If you draw the lines from the center of a hexagon to its six vertices, you create six
equilateral triangles. All the interior angles must add up to 360. ∠FOD comprises
two of them. The answer is 120, or D.

3. A The easiest way to find the lengths is to create triangles and use the hypotenuses. A
becomes about 2.12; B is (or 1.4); C is .5; D is 1; and E is 2.06. The distance
farthest from the origin is 2.12.

4. D The easiest way to solve this problem is to get to a common rate. You know that one
packer packs 15 boxes every 2 minutes, and the other packs 15 boxes every 3
minutes. If you put these in terms of 6-minute intervals, the first packer will pack 45
boxes in 6 minutes, while the other packs 30 every 6 minutes. This means that
together they will pack 75 boxes in 6 minutes, 150 boxes in 12 minutes, and 300
boxes in 24 minutes.

5. E One of the safest ways to solve this problem is by Plugging In The Answers. While

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you normally start with C, you don’t want to forget that this is an EXCEPT question,
so let’s just start with A and go straight through to E. Assume x = 20. Is the
remainder when 20 is divided by 5 the same as the remainder when 20 is divided by
4? Sure, the remainder is 0 in each case. So you can cross off A. (This is an EXCEPT
question, don’t forget!) How about B? If x = 21, is the remainder the same? Yes,
the remainder is 1 when 21 is divided by 4 and when it is divided by 5. How about
C? If x = 22, the remainder is 2 when divided by 4 and when divided by 5. How
about D? If x = 23, then the remainder is 3 when divided by 4 and when divided by
5. If x = 24, however, the remainder when 24 is divided by 4 is 0, while the remainder
when 24 is divided by 5 is 4. Therefore, E is our answer.

6. E Plug in numbers for the base and height of triangle ACD. For example, AC = 10

and AD = 8. The area of ACD is therefore (10)(8) = 40. The area of ABE is (5)(4) =

10. The area of the shaded region is therefore 40 – 10 = 30, so the fraction

of ACD that is shaded is .

7. C Let’s multiply out what you have in parentheses using FOIL. This gives you
, or 9 – x. So our equation now reads 9 – x = 7. This makes x = 2.

8. A Let’s try plugging in some numbers for this problem. Start by choosing 18
for x and 2 for y. This makes their product 36, which is divisible by 36. You also
made sure to pick a value for x that is divisible by 6. Using these numbers, let’s
look at statements I, II, and III. Are they true? Statement I is not true, because 2

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 cannot be evenly divided by 18; because statement I is not true, you can eliminate B
and D. Now what about statement II? It’s also false, so you can cross off C and E.
This means our answer must be A.

9. 4

Negative exponents mean to take the reciprocal and raise it to the power. So

. Now find what power of . Because 34 = 81, ,

and x must be 4.

10. 1,600

If the area of the circle is 400π, then you can figure out its radius. A = πr2 so 400 =
πr2, and the radius is 20. The diameter of the circle is twice the radius, or 40.
Because this circle is inscribed in the square, you know that the diameter of the
circle is equal to one side of the square, so you know that each side is equal to 40.
The area of the square is 40 × 40 = 1,600.

11. 80

You know that the total number of students is 320. Because you know that there are
60 more juniors than seniors, the easy way to find out how many of each there are is
to take half of 320 (which is 160) and then add half of 60 to get the number of

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juniors, and subtract half of 60 to get the number of seniors. This means that the
number of juniors is 190 and the number of seniors is 130. (Their difference is 60
and their sum is 320.) Therefore, there are 190 juniors. Knowing that there are 30
more female juniors than male juniors, you can find the number of male juniors the
same way—take half of 190 (which is 95) and subtract half of 30: 95 – 15 = 80.

12. 34

If a rectangle has a width of 5 and a diagonal of 13, this means that its other side
must be 12, because 5:12:13 is a Pythagorean triple. Therefore, the perimeter of the
rectangle will be 5 + 12 + 5 + 12 = 34.

13. 91

Let’s begin by using our Average Pie. If Jeanette’s average on 6 tests was 92, then
you know that her total score on all six tests must be 92 × 6 = 552. Two of those
test scores add up to 188; if you remove those two tests, the other four tests must
have a sum that adds up to 552 – 188, or 364. So the average of these four tests will
be 364 ÷ 4, or 91.

14. 1.65

The best way to approach this problem is to set up an equation. There is some price
such that if you add 3% of the price to the price itself, you get $56.65. This means
that you can set up an equation: x + 3% of x = 56.65, or x + 0.03x = 56.65. Now you

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 can just solve for x, and you get the original price, which was $55. Subtract this from
$56.65 to get the tax $1.65.

15. or .36

Probability in this case is the number of prime numbers divided by the total

number of possibilities (25 numbers). The prime numbers between 1 and 25 are 2, 3,

5, 7, 11, 13, 17, 19, and 23. So, there are 9 prime numbers. The probability is .

16. 8.93

To solve this problem, it is important to remember the formula distance = rate ×

time. Here, to get the overall average speed, you need to know the total distance
and total time. The total distance is found by adding all of the distances given: 0.3 +

0.3 + 0.5 + 0.24 = 1.34. To find the time for each, rewrite the rate formula as follows:

time = , thus time = hours for both Alan and Ben. For Carla, time =

hours, and for Debby, time = = 0.02 hours. The total time is

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0.04 + 0.04 + 0.05 + 0.02 = 0.15 hours. Thus the average rate is

miles per hour.

17. 2

Absolute value is the distance from zero to the number on the number line, or in

other words, the positive version of the number. So, . A fractional

distance formula: distance = . Thus,

. Square both sides: 17 = (2 – 1)2 + (6 – b)2. So, 17 = 1 +

18. 9

This looks suspiciously like a quadratic equation, and if you multiply it out, its
equivalent is b2 – a2. You want to make this as large as possible, so you want b2 to
be large and a2 to be small. If b = –3, b2 = 9; if a = 0, a2 = 0. So b2 – a2 can be as
large as 9.

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