Errata – 5 lb. Book, 1st Edition
Edition 1.1 |
Edition 1.0 |
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Release Date:
Differentiating Mark:
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Release Date:
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Back Cover, Bottom Right Corner
1.0
| Page | Location | Description | Erroneous Text | Correction | |
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| 41 | Top | #1 | In Europe, football, otherwise known as soccer, it the most popular sport … | In Europe, football, otherwise known as soccer, is the most popular sport … | |
| 41 | Top | #1 | … whereas in America, | … whereas in the United States of America, | |
| 53 | Middle | #55 | …try to cross the Rockies too late… | …try to cross the Sierra Nevada too late… | |
| 74 | Top | #1 explanation | …need American fans to be evenly split between their many sports. | …need fans in the U.S. to be evenly split among their many sports. | |
| 93 | Middle | #2 | …including Lady Chatterley's Lover, | …including Finnegans Wake, | |
| 225 | Middle | Passage, 2nd line | …self-promotion is was evident in his choices… | …self-promotion was evident in his choices… | |
| 265 | Top | #14 (A) | …is not a factor affecting the public's vulnerability to infectious disease. | …mitigates the public's vulnerability to infectious disease. | |
| 299 | Top | #14 (A) explanation | This choice states that the high quality … how vulnerable the public is to such disease. | This choice strengthens the argument by making it clear that the “high quality of American hospitals” actually does have some (positive) relationship to the public's vulnerability to infectious disease. Mitigates means “to make less severe.” | |
| 305 | Bottom | #25 answer and explanation | 25. (D). The letter writer…[entire explanation, which refers to a different question] |
25. (B). This question is an Analyze the Argument Structure question; the best approach is to identify the conclusion, and then check each boldface portion of the question for how it relates to the conclusion, and eliminate incorrect answer choices on that basis. Here, the second boldface is the conclusion of the argument, as highlighted by the use of the signal word “Therefore.” (A) The first boldface is not an assumption, as assumptions are, by definition, unstated. Also, the second boldface does not just describe the argument’s recommended position, it is itself the conclusion of the argument. (B) CORRECT. The first boldface is a consideration that helps explain why companies charge as much as possible for new designs. The second boldface presents a different strategy endorsed by the argument, of charging less than the greatest possible price to maximize profit. (C) The first boldface is not an assumption, as assumptions are, by definition, unstated. The second boldface is not the strategy referenced in the first boldface, as this answer choice suggests. (D) The first boldface does not demonstrate that the strategy of selling for the greatest price will not apply, but instead supports it. Also, the second boldface is the argument’s conclusion itself, not a factor in support of it. (E) The description of the first boldface is accurate; however, the second boldface is not a factor against the strategy of maximizing profits by charging the greatest possible price, but an alternative strategy altogether. |
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| 335 | Middle | #23 | If 15 employees donated at least $12 and 9 employees donated at least $19, | If 15 employees donated at least $12 but less than $19 and 9 employees donated at least $19, | |
| 342 | Middle | #16 explanation | Since kids are cheaper, you don't want to add more kids to the mix (2 kids, 4 adults will give… | Since kid's tickets are cheaper, you don't want to add more kids to the mix (4 kids, 2 adults will give… | |
| 380 | Top | #24 | –x|x| > 4 | –x|x| ≥ 4 | |
| 384 | Middle | #46 | x > 0 | x ≥ 0 | |
| 385 | Middle | #50 | (E) kn > –lm | (E) km > –ln | |
| 387 | Middle | #3 | Because y could be equal to 4 or greater than 4, the correct answer is (D). | Because y could be equal to 4 or less than 4, the correct answer is (D). | |
| 401 | Bottom | #45, 2nd line of simplification | –b > b + 4 | –b > b + c | |
| 433 | Middle | #38 answer | 38. (B). | 38. (C). | |
| 450 | Top | #14 | Two identical pies are cut into a total of 16 equal parts. If each part is then split equally among three people, what fraction of a pie does each person receive? | Two identical pies were cut into a total of 16 equal pieces. If one of the resulting pieces was then split equally among three people, what fraction of a pie did each person receive? | |
| 456 | Top | #38 | The reciprocal of x's non-integer decimal part equals x + 1, | x + 1 equals the reciprocal of the decimal remainder that results when x is divided by 1, | |
| 458 | Middle | #47 Choice (A) denominator | (162)(25) | (16)(25) | |
| 469 | Middle | #37 answer | 37. (D). | 37. (C). | |
| 469 | Bottom | #38 answer and explanation | 38. (C). |
38. (D).
{Editor's note: The detailed explanation for why the answer is D is too complex for the GRE, and this question will be removed in a future edition. Any x = [k – 1 + squareroot(k2 + 2k + 5)]/2, where k is a positive integer, will work for the constraints. All such x values EXCEPT the one relied on in the current explanation are greater than Quantity B.} |
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| 473 | Bottom | #47, 1st line of 2nd paragraph | …convert 162, 32, 512, … to powers of 2. | …convert 16, 32, 512, … to powers of 2. | |
| 474 | Bottom | #47 choice (C) in last set of choices |
|
0.0375 | |
| 536 | Middle | #17 answer | 17. III, IV, and IV only. | 17. III, IV, and V only. | |
| 542 | Middle | #41, 2nd line | …since 27 = 33. | …since 27 = 33. | |
| 548 | Middle | #11 | {Fraction bar lengths are not distinct enough.} | {Make the fraction bar between (1/1) and (1/5-2) longer. That is, the middle of the three bars should be the longest.} | |
| 557 | Middle | #11 answer | 11. (E). | 11. (A). | |
| 557 | Middle | #11 explanation | …the lowermost portion of the fraction, 1/5-2, is simply equal to 52. | …the lowermost portion of the fraction, 1/5-2, is equal to 52. The uppermost portion of the fraction, 1/1, is just equal to 1. | |
| 557 | Middle | #11 explanation | {Fraction bars do not match those in the question itself.} | {cut the first fraction} | |
| 557 | Bottom | #11 explanation | Dividing by 1/5-2 is the same…{erroneous fraction}…the answer is simply 52, or 25. | Putting these together, the original fraction can be simplified. {Fraction from the question} = 1/52 = 1/25, which is the final answer. | |
| 586 | Middle | #38, end of explanation | Since x + y = 11, y = 9 and Quantity B is greater. | Since x + y = 11, y = 7 and Quantity B is greater. | |
| 600 | Top | #22 | …how many extra FULL days will the fuel supply last? | …how many FULL days will the fuel supply last? | |
| 616 | Middle | #23 | …how many golf lessons does… | …how many hours of golf lessons does… | |
| 618 | Middle | #32 | …to make a profit of… | …to generate revenue of… | |
| 632 | Bottom | #23 explanation | x = the number of lessons Jeanie takes | x = the number of hours of lessons Jeanie takes | |
| 638 | Middle | #32 answer | 32. (C). | 32. (E). | |
| 661 | Top | #19 answer | 19. (B). | 19. (C). | |
| 668 | Middle | #39 | …traveled (30 miles per hour)(6 hours − 1 hour) = 180 miles by that time. | …traveled (30 miles per hour)(6 hours − 1 hour) = 30 × 5 = 150 miles by that time. | |
| 677 | Middle | #8 | What is Carlos's average race time, in minutes, in terms of x? | What is Carlos’s average number of minutes per lap, in terms of x? | |
| 703 | Middle | #34 Quantity A | The fraction of the total distance x that is covered by Jane | The distance that Jane ran | |
| 739 | Top | #21 | The integer ages of the three children in the Chen family range from 2 to 13, and no two children are the same age. | The youngest of the three children in the Chen family is 2 and the oldest is 13. No two of the children are the same age. | |
| 770 | Top | #22 Quantity B | The lowest score that two students could have received | The lowest score that could have been received by more than one student | |
| 783 | Middle | #22 explanation, last paragraph | Quantity B is asking you to find the lowest score that two students could have received. | Quantity B is asking you to find the lowest score that could have been received by more than one student. | |
| 783 | Middle | #22 explanation, last paragraph | …then what is the lowest possible score that any one student could have received? | …then what is the lowest possible score that one of these 9 students could have received? | |
| 783 | Middle | #22 explanation, last paragraph | …then the 9th student must have scored at least 5. | …then the 9th student must have scored exactly 5. | |
| 785 | Middle | #28, last sentence | While the interquartile range can never be smaller than the range, they can certainly be equal. | While the interquartile range can never be greater than the range, they can certainly be equal. | |
| 809 | Bottom | #19 answer | 19. 1/121. | 19. 1/132. | |
| 809 | Bottom | #19 explanation | Multiply 1/12 × 1/11 = 1/121. | Multiply 1/12 × 1/11 = 1/132. | |
| 869 | Bottom | #8 figure ABC | Angle BAC (not labeled) | Angle BAC (small square right angle symbol) | |
| 873 | Middle | #25 | A 1 meter by 1 meter by 1 meter sheet of paper… | A 1 meter by 1 meter sheet of paper… | |
| 984 | Bottom | #15 | …a square with a side of length 5. | …a square with a side of length s. | |
| 1013 | Middle | #47 | If the mean = 4, then… | If the mean is 3, then… | |
| 1025 | Top | #13 answer | 13. 225,000. | 13. 250,000. | |
| 1044 | Bottom | #47 answer and explanation | 47. 36.6. To calculate first find the squared differences between the average and the terms. For example, the difference between the average, 4, and the first term, -1, is 5. 52 = 25. Do this for all four terms. | 47. 18.2. To calculate, first find the squared differences between the average and each of the terms. For example, there is a difference of 4 between the average, which is 3, and the first term, which is -1. The square of this difference is 42 = 16. Repeat for the other three terms. | |
| 1044 | Bottom | #47 explanation | –1: (4 – (–1))2 = 52 = 25 | –1: (3 – (–1))2 = 42 = 16 | |
| 1044 | Bottom | #47 explanation | 4: (4 – (0))2 = 42 = 16 | 4: (3 – (4))2 = (–1)2 = 1 | |
| 1044 | Bottom | #47 explanation | 30: (4 – (30))2 = (–26)2 = 676 | 30: (3 – (30))2 = (–27)2 = 729 | |
| 1044 | Bottom | #47 explanation | –21: (4 – (–21))2 = (25)2 = 625 | –21: (3 – (–21))2 = (24)2 = 576 | |
| 1044 | Bottom | #47 explanation | Add all of these terms together: 25 + 16 + 625 + 676 = 1,342. | Add all of these terms together: 16 + 1+ 729 + 576 = 1,322. | |
| 1045 | Top | #47 explanation | Take the square root (use the calculator!): Square root of 1342 = 36.633. | Using the calculator, divide by the number of terms to get the variance: 1,322/4 = 330.5. Then take the square root to get the standard deviation of the set: square root of 330.5 ≈ 18.1797. | |
| 1045 | Top | #47 answer | …round to the nearest tenth, so the answer is 36.6. | …round to the nearest tenth, so the answer is 18.2. | |
| 1156 | Top | #13 | …scould be the value of m? | …could be the value of m? |
1.1
| Page | Location | Description | Erroneous Text | Correction | |
|---|---|---|---|---|---|
| 57 | Middle | #55 | …try to cross the Rockies too late… | …try to cross the Sierra Nevada too late… | |
| 229 | Middle | Passage, 2nd line | …self-promotion is was evident in his choices… | …self-promotion was evident in his choices… | |
| 269 | Top | #14 (A) | …is not a factor affecting the public's vulnerability to infectious disease. | …mitigates the public's vulnerability to infectious disease. | |
| 303 | Top | #14 (A) explanation | This choice states that the high quality … how vulnerable the public is to such disease. | This choice strengthens the argument by making it clear that the “high quality of American hospitals” actually does have some (positive) relationship to the public's vulnerability to infectious disease. Mitigates means “to make less severe.” | |
| 309 | Bottom | #25 answer and explanation | 25. (D). The letter writer…[entire explanation, which refers to a different question] |
25. (B). This question is an Analyze the Argument Structure question; the best approach is to identify the conclusion, and then check each boldface portion of the question for how it relates to the conclusion, and eliminate incorrect answer choices on that basis. Here, the second boldface is the conclusion of the argument, as highlighted by the use of the signal word “Therefore.” (A) The first boldface is not an assumption, as assumptions are, by definition, unstated. Also, the second boldface does not just describe the argument’s recommended position, it is itself the conclusion of the argument. (B) CORRECT. The first boldface is a consideration that helps explain why companies charge as much as possible for new designs. The second boldface presents a different strategy endorsed by the argument, of charging less than the greatest possible price to maximize profit. (C) The first boldface is not an assumption, as assumptions are, by definition, unstated. The second boldface is not the strategy referenced in the first boldface, as this answer choice suggests. (D) The first boldface does not demonstrate that the strategy of selling for the greatest price will not apply, but instead supports it. Also, the second boldface is the argument’s conclusion itself, not a factor in support of it. (E) The description of the first boldface is accurate; however, the second boldface is not a factor against the strategy of maximizing profits by charging the greatest possible price, but an alternative strategy altogether. |
|
| 339 | Middle | #23 | If 15 employees donated at least $12 and 9 employees donated at least $19, | If 15 employees donated at least $12 but less than $19 and 9 employees donated at least $19, | |
| 346 | Middle | #16 explanation | Since kids are cheaper, you don't want to add more kids to the mix (2 kids, 4 adults will give… | Since kid's tickets are cheaper, you don't want to add more kids to the mix (4 kids, 2 adults will give… | |
| 384 | Top | #24 | –x|x| > 4 | –x|x| ≥ 4 | |
| 388 | Middle | #46 | x > 0 | x ≥ 0 | |
| 389 | Middle | #50 | (E) kn > –lm | (E) km > –ln | |
| 391 | Middle | #3 | Because y could be equal to 4 or greater than 4, the correct answer is (D). | Because y could be equal to 4 or less than 4, the correct answer is (D). | |
| 454 | Top | #14 | Two identical pies are cut into a total of 16 equal parts. If each part is then split equally among three people, what fraction of a pie does each person receive? | Two identical pies were cut into a total of 16 equal pieces. If one of the resulting pieces was then split equally among three people, what fraction of a pie did each person receive? | |
| 460 | Top | #38 | The reciprocal of x's non-integer decimal part equals x + 1, | x + 1 equals the reciprocal of the decimal remainder that results when x is divided by 1, | |
| 462 | Middle | #47 Choice (A) denominator | (162)(25) | (16)(25) | |
| 473 | Bottom | #38 answer and explanation | 38. (C). |
38. (D).
{Editor's note: The detailed explanation for why the answer is D is too complex for the GRE, and this question will be removed in a future edition. Any x = [k – 1 + squareroot(k2 + 2k + 5)]/2, where k is a positive integer, will work for the constraints. All such x values EXCEPT the one relied on in the current explanation are greater than Quantity B.} |
|
| 477 | Bottom | #47, 1st line of 2nd paragraph | …convert 162, 32, 512, … to powers of 2. | …convert 16, 32, 512, … to powers of 2. | |
| 478 | Bottom | #47 choice (C) in last set of choices |
|
0.0375 | |
| 540 | Middle | #17 answer | 17. III, IV, and IV only. | 17. III, IV, and V only. | |
| 546 | Middle | #41, 2nd line | …since 27 = 33. | …since 27 = 33. | |
| 552 | Middle | #11 | {Fraction bar lengths are not distinct enough.} | {Make the fraction bar between (1/1) and (1/5-2) longer. That is, the middle of the three bars should be the longest.} | |
| 561 | Middle | #11 answer | 11. (E). | 11. (A). | |
| 561 | Middle | #11 explanation | …the lowermost portion of the fraction, 1/5-2, is simply equal to 52. | …the lowermost portion of the fraction, 1/5-2, is equal to 52. The uppermost portion of the fraction, 1/1, is just equal to 1. | |
| 561 | Middle | #11 explanation | {Fraction bars do not match those in the question itself.} | {cut the first fraction} | |
| 561 | Bottom | #11 explanation | Dividing by 1/5-2 is the same…{erroneous fraction}…the answer is simply 52, or 25. | Putting these together, the original fraction can be simplified. {Fraction from the question} = 1/52 = 1/25, which is the final answer. | |
| 604 | Top | #22 | …how many extra FULL days will the fuel supply last? | …how many FULL days will the fuel supply last? | |
| 620 | Middle | #23 | …how many golf lessons does… | …how many hours of golf lessons does… | |
| 636 | Bottom | #23 explanation | x = the number of lessons Jeanie takes | x = the number of hours of lessons Jeanie takes | |
| 672 | Middle | #39 | …traveled (30 miles per hour)(6 hours − 1 hour) = 180 miles by that time. | …traveled (30 miles per hour)(6 hours − 1 hour) = 30 × 5 = 150 miles by that time. | |
| 681 | Middle | #8 | What is Carlos's average race time, in minutes, in terms of x? | What is Carlos’s average number of minutes per lap, in terms of x? | |
| 707 | Middle | #34 Quantity A | The fraction of the total distance x that is covered by Jane | The distance that Jane ran | |
| 743 | Top | #21 | The integer ages of the three children in the Chen family range from 2 to 13, and no two children are the same age. | The youngest of the three children in the Chen family is 2 and the oldest is 13. No two of the children are the same age. | |
| 774 | Top | #22 Quantity B | The lowest score that two students could have received | The lowest score that could have been received by more than one student | |
| 787 | Middle | #22 explanation, last paragraph | Quantity B is asking you to find the lowest score that two students could have received. | Quantity B is asking you to find the lowest score that could have been received by more than one student. | |
| 787 | Middle | #22 explanation, last paragraph | …then what is the lowest possible score that any one student could have received? | …then what is the lowest possible score that one of these 9 students could have received? | |
| 787 | Middle | #22 explanation, last paragraph | …then the 9th student must have scored at least 5. | …then the 9th student must have scored exactly 5. | |
| 789 | Middle | #28, last sentence | While the interquartile range can never be smaller than the range, they can certainly be equal. | While the interquartile range can never be greater than the range, they can certainly be equal. | |
| 873 | Bottom | #8 figure ABC | Angle BAC (not labeled) | Angle BAC (small square right angle symbol) | |
| 988 | Bottom | #15 | …a square with a side of length 5. | …a square with a side of length s. | |
| 1017 | Middle | #47 | If the mean = 4, then… | If the mean is 3, then… | |
| 1048 | Bottom | #47 answer and explanation | 47. 36.6. To calculate first find the squared differences between the average and the terms. For example, the difference between the average, 4, and the first term, -1, is 5. 52 = 25. Do this for all four terms. | 47. 18.2. To calculate, first find the squared differences between the average and each of the terms. For example, there is a difference of 4 between the average, which is 3, and the first term, which is -1. The square of this difference is 42 = 16. Repeat for the other three terms. | |
| 1048 | Bottom | #47 explanation | –1: (4 – (–1))2 = 52 = 25 | –1: (3 – (–1))2 = 42 = 16 | |
| 1048 | Bottom | #47 explanation | 4: (4 – (0))2 = 42 = 16 | 4: (3 – (4))2 = (–1)2 = 1 | |
| 1048 | Bottom | #47 explanation | 30: (4 – (30))2 = (–26)2 = 676 | 30: (3 – (30))2 = (–27)2 = 729 | |
| 1048 | Bottom | #47 explanation | –21: (4 – (–21))2 = (25)2 = 625 | –21: (3 – (–21))2 = (24)2 = 576 | |
| 1048 | Bottom | #47 explanation | Add all of these terms together: 25 + 16 + 625 + 676 = 1,342. | Add all of these terms together: 16 + 1+ 729 + 576 = 1,322. | |
| 1049 | Top | #47 explanation | Take the square root (use the calculator!): Square root of 1342 = 36.633. | Using the calculator, divide by the number of terms to get the variance: 1,322/4 = 330.5. Then take the square root to get the standard deviation of the set: square root of 330.5 ≈ 18.1797. | |
| 1049 | Top | #47 answer | …round to the nearest tenth, so the answer is 36.6. | …round to the nearest tenth, so the answer is 18.2. |