Errata – 5 lb. Book, 1st Edition
Edition 1.1 
Edition 1.0 

Release Date:
Differentiating Mark: Back Cover, Bottom Right Corner 
Release Date:

1.0
Page  Location  Description  Erroneous Text  Correction  

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  …selfpromotion is was evident in his choices…  …selfpromotion 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. 

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  –xx > 4  –xx ≥ 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 noninteger 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  (16^{2})(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(k^{2} + 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.} 

473  Bottom  #47, 1st line of 2nd paragraph  …convert 16^{2}, 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 = 3^{3}.  
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 5^{2}.  …the lowermost portion of the fraction, 1/5^{2}, is equal to 5^{2}. 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 5^{2}, or 25.  Putting these together, the original fraction can be simplified. {Fraction from the question} = 1/5^{2} = 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 9^{th} 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. 5^{2} = 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 4^{2} = 16. Repeat for the other three terms.  
1044  Bottom  #47 explanation  –1: (4 – (–1))^{2} = 5^{2} = 25  –1: (3 – (–1))^{2} = 4^{2} = 16  
1044  Bottom  #47 explanation  4: (4 – (0))^{2} = 4^{2} = 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  …selfpromotion is was evident in his choices…  …selfpromotion 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  –xx > 4  –xx ≥ 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 noninteger 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  (16^{2})(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(k^{2} + 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 16^{2}, 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 = 3^{3}.  
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 5^{2}.  …the lowermost portion of the fraction, 1/5^{2}, is equal to 5^{2}. 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 5^{2}, or 25.  Putting these together, the original fraction can be simplified. {Fraction from the question} = 1/5^{2} = 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 9^{th} 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. 5^{2} = 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 4^{2} = 16. Repeat for the other three terms.  
1048  Bottom  #47 explanation  –1: (4 – (–1))^{2} = 5^{2} = 25  –1: (3 – (–1))^{2} = 4^{2} = 16  
1048  Bottom  #47 explanation  4: (4 – (0))^{2} = 4^{2} = 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. 