The Textbook Approach can be described best as the way your favorite math teacher would solve the problem.

Many problems on the Math sections of the GRE can be solved using some form of formal mathematical operations and equations.

For questions demanding knowledge of algebraic rules (like the problem below), the Textbook Approach may be the only method available.

**Example #1:**

Which of the following equations is not equivalent to ?

(A)

(B)

(C)

(D)

(E)

**(E) is the correct answer.**

Manipulate each answer choice, attempting to make it look like the original expression.

(A) is equivalent: Add 9 to both sides of the equation.

(B) is equivalent:. So, same as (A).

(C) is equivalent: Divide both sides of the equation by 3.

(D) is equivalent: Multiply both sides of the equation by 36. So, same as (A).

(E) is not equivalent: It incorrectly assumes that , if you try to square both sides.

For equations and problems involving proportions (like the ones below), the Textbook Approach is the most reliable.

**Example #2**

If , then

(A)

(B)

(C)

(D)

(E)

**(B) is the correct answer.**

Solving for x:

So

**Example #3:**

Operating at the same constant rate, 4 identical machines can produce a total of 220 candles per

minute. At this rate, how many candles could 10 such machines produce in 5 minutes?

(A)

(B)

(C)

(D)

(E)

**(C) is the correct answer.**

A logical place to begin problem-solving analysis is at the end of the problem called the question stem. The stem asks for the production of 10 machines in 5 minutes. This is easily found if we know the production of 1 machine in 1 minute.

Each machine produces

total quantity of

Algebraic word problems demand an organized, systematic methodology. First, the question involves representation of an unknown quantity by a variable. Second, there’s an equation to create and solve. The Textbook approach provides the best solution process for word problems.

**Example #4:**

If

(A) $100,000

(B) $125,000

(C) $150,000

(D) $200,000

(E) $250,000

**(B) is the correct answer.**

Begin by focusing on the question stem.

Let

Then,

Multiply each term by 10.

**Example #5:**

Exactly 8 years ago, Jim’s son was twice as old as Jim’s daughter. If Jim’s son is now 5 years

older than his daughter, how old is Jim’s daughter now?

(A) 5

(B) 10

(C) 13

(D) 16

(E) 18

**(C) is the correct answer.**

Again, start with the question stem. Let stand for the son’s current age and

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Example #1:

Which of the following equations is not equivalent to ?

(A)

(B)

(C)

(D)

(E)

Answer:

(C) is equivalent: Divide both sides of the equation by 3.

(D) is equivalent: Multiply both sides of the equation by 36. So, same as (A).

C needs to say multiply and D needs to say divide.

-A

Hi Aaron,

I’m not sure if you are saying that C and D need to swap multiply and divide. It seems to me that the explanation is correct as is. That is in (C) you need to divide both sides by 3 and (D) you need to multiply both sides by 36.

Let me know if I’m interpreting your comment correctly.

Thanks!

Aaron is correct.

For answer choice C, if I were to divide both sides by 3 I would get:

12y^2 +9 = x^2/3. However, multiplying produces 108y^2 + 27 = 3x^2. For choice D, if I were to multiply both sides of the equation by 36 I would receive the expression:

1296y^2 + 324 = 36x^2.

Yes, you are right. Now it is much clearer what Aron is saying. I was initially confused. But yes, the explanation should say we divide (C) by 3 and we multiply (D) by 36.

Thanks for catching that 🙂