It doesn t really matter in which order we draw the marbles since they re really all drawn at in Software

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once, but from a mathematical standpoint, it s much easier to take these probabilities one at a time Let s first take the probability of drawing a yellow marble from the jar Since there are 5 5 yellow marbles out of 12 marbles total, the probability of drawing a yellow marble is 12 4 The probability of drawing a yellow marble after that is , since one yellow marble is missing and 11 3 one marble is missing from the total Finally, the probability of drawing a red marble is So the 10 5 4 3 60 probability of drawing the specified combination of marbles is = Once we 12 11 10 1320 1 reduce, we get But since the order we draw in does not matter, we need to multiply this by the 22 number of ways to arrange the three drawn marbles It could be YYR, RYY, or YRY, for a total of 1 3 3 possible arrangements So our total probability is 3, or 22 22
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Since two standard deviations away from the mean works out to 183 27 2 = 1789, there
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are 3 days during which the stock prices fell between 1789 and 183: Monday, Tuesday, and Wednesday We really don t have to worry about prices above the mean, because there were none of them during this time frame
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Sean and the two packages in the elevator weigh 630 pounds together, so the three packages
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Sean wants to put into the elevator must weigh a maximum of 1200 630, or 570 If we divide that by 3, we get the average weight of each package, 190 The two packages already in the elevator weigh a total of 430 together, so their average weight is 215 Subtract 190 from 215 and we get the difference in the averages, or 25
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7 3 Task 1 has a probability of being completed on time, and task 2 has a probability of being 8 5 2 completed on time, which can also be expressed as a probability of not being completed on time, 5 7 2 14 which is what the problem asked for Multiply the probabilities and we get , or , which 8 5 40 7 reduces to 20 Statement (1) alone tells us more about the student population, but nothing in particular
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9 E
about Kara, so it is not sufficient and we can cross off A and D
Statement (2) alone tells us nothing because we don t know what the standard deviation is, so we can eliminate B Together, the statements tell us that Kara studies for either 162 hours or 106 hours, but because we don t know whether she studies more or less than the mean, the statements are not sufficient together and our answer is E
PROBABILITY AND STATISTICS
10 C
This is a very deceptive problem Statement (1) tells us that 10 of the 20 cards are red, but it
doesn t say that those are the only red cards in the deck, so it s not sufficient on its own and we can eliminate A and D The same thing applies to statement (2); it doesn t say that those are the only black cards in the deck When we put the statements together, on the other hand, we see the whole picture and know that exactly 10 of the 20 cards are red So our answer is C
THE QUANTITATIVE SECTION
GMAT Geometry
INTRODUCTION
Geometry problems are one of the more puzzling inclusions on the list of skills tested by the GMAT It s an unusual day when a business analyst needs to measure an angle or calculate an area No doubt there are exceptions, as we will cover in the applications section But generally, geometry is a topic that most people learn in high school and then largely forget This lack of business relevance may be part of what makes it particularly useful in the GMAT As an aptitude test, and pointedly not an achievement test, the GMAT asks nothing about the appropriateness of accounting reserves or the correct discount rate to use in financial models If it did, undergraduate business and economics majors would have a distinct advantage Asking questions about geometry levels the playing field Perhaps the best news in this regard is that the handful of geometry questions you will encounter on the GMAT can generally be solved using only a small set of geometric principles These involve parallel lines, triangles, quadrilaterals, circles, and a few regular cylinders
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