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Geometry naming conventions in GRE quant section
[#permalink]
29 May 2022, 13:10
29 May 2022, 13:10
I'm new to this site so forgive me if I'm posting this question in the wrong section
I recently took a GRE practice test and there was a question about rectangles that went something like this:
Rectangle B has a length 10% less than that of Rectangle A, though Rectangle B's width is 10% greater than that of Rectangle A.
You then had to compare the areas of each rectangle. I said there wasn't enough information to tell which had a larger area, because you'd need to know how the length of a rectangle compares to its width, and that information is not provided in the question. Basically, if in one rectangle the length is the longer side, A's area is larger, but if the same rectangle's width is larger, B's area is larger. Without knowing how either rectangle's length compared to its width, you can't answer the question.
However, apparently the answer is that A's area is larger. The reason for this is that apparently it is generally understood that the length of a rectangle is always longer than it's width, as that's how the terms length and width are defined. However, I've never heard the terms defined this way, and after asking some Mathematics students at my university, they said that they've never heard of length and width being defined that way either, they're essentially interchangeable terms. They said even if I am expected to know that, a maths exam shouldn't expect me to know that in order to answer a question, because the question isn't actually a question of mathematical reasoning, it's a question of semantics and your understanding of the English language.
So my question is this: will I be expected to know things like that on the actual GRE? And if so, why? It really does seem like more of a semantics question than a maths one. I get that it's important to know the meaning of specific terms like 'equilateral' and 'circumference', but to my understanding, the terms length and width do not carry the same association of being specifically defined, they are general use terms. 'Length' is even used to refer to the measure of any segment of any shape, not just for straight lines and not just for rectangles. How am I expected to decide my answer based on such an ambiguous term? I suppose this has turned into more of a venting of my frustration than an actual question, but I do want to know whether this is expected knowledge for the General GRE quant section, and if so, what should I do to make sure I cover all my bases here so this doesn't happen again.
I recently took a GRE practice test and there was a question about rectangles that went something like this:
Rectangle B has a length 10% less than that of Rectangle A, though Rectangle B's width is 10% greater than that of Rectangle A.
You then had to compare the areas of each rectangle. I said there wasn't enough information to tell which had a larger area, because you'd need to know how the length of a rectangle compares to its width, and that information is not provided in the question. Basically, if in one rectangle the length is the longer side, A's area is larger, but if the same rectangle's width is larger, B's area is larger. Without knowing how either rectangle's length compared to its width, you can't answer the question.
However, apparently the answer is that A's area is larger. The reason for this is that apparently it is generally understood that the length of a rectangle is always longer than it's width, as that's how the terms length and width are defined. However, I've never heard the terms defined this way, and after asking some Mathematics students at my university, they said that they've never heard of length and width being defined that way either, they're essentially interchangeable terms. They said even if I am expected to know that, a maths exam shouldn't expect me to know that in order to answer a question, because the question isn't actually a question of mathematical reasoning, it's a question of semantics and your understanding of the English language.
So my question is this: will I be expected to know things like that on the actual GRE? And if so, why? It really does seem like more of a semantics question than a maths one. I get that it's important to know the meaning of specific terms like 'equilateral' and 'circumference', but to my understanding, the terms length and width do not carry the same association of being specifically defined, they are general use terms. 'Length' is even used to refer to the measure of any segment of any shape, not just for straight lines and not just for rectangles. How am I expected to decide my answer based on such an ambiguous term? I suppose this has turned into more of a venting of my frustration than an actual question, but I do want to know whether this is expected knowledge for the General GRE quant section, and if so, what should I do to make sure I cover all my bases here so this doesn't happen again.
Geometry naming conventions in GRE quant section
[#permalink]
29 May 2022, 13:43
29 May 2022, 13:43
Expert Reply
Hi
Welcome to the GRE prep club
The question, as it is based on the information provided, the OA is correct
Because if RA had l=x and w=x
RB l=0.9x and w=1.1x
Comparing the two quantities A is bigger.
Regarding your question posed to other students that is not true.
Here we do have a question that tests your reasoning skills and to figure out Information when you do not have so many clues.
Simply we do have L and W and a variation in percentage. Also in the case of a rectangle L and W are not interchangeable.
They are measures universally recognized and are notions learned at the basic school level.
I gave you my humble opinion. I am happy to help sir.
Ask if you do need further assistance.
Regards
Posted from my mobile device
Welcome to the GRE prep club
The question, as it is based on the information provided, the OA is correct
Because if RA had l=x and w=x
RB l=0.9x and w=1.1x
Comparing the two quantities A is bigger.
Regarding your question posed to other students that is not true.
Here we do have a question that tests your reasoning skills and to figure out Information when you do not have so many clues.
Simply we do have L and W and a variation in percentage. Also in the case of a rectangle L and W are not interchangeable.
They are measures universally recognized and are notions learned at the basic school level.
I gave you my humble opinion. I am happy to help sir.
Ask if you do need further assistance.
Regards
Posted from my mobile device
Retired Moderator
Joined: 10 Apr 2015
Posts: 6218
Given Kudos: 136
Re: Geometry naming conventions in GRE quant section
[#permalink]
29 May 2022, 18:28
29 May 2022, 18:28
FezMaster wrote:
I'm new to this site so forgive me if I'm posting this question in the wrong section
I recently took a GRE practice test and there was a question about rectangles that went something like this:
Rectangle B has a length 10% less than that of Rectangle A, though Rectangle B's width is 10% greater than that of Rectangle A.
You then had to compare the areas of each rectangle. I said there wasn't enough information to tell which had a larger area, because you'd need to know how the length of a rectangle compares to its width, and that information is not provided in the question. Basically, if in one rectangle the length is the longer side, A's area is larger, but if the same rectangle's width is larger, B's area is larger. Without knowing how either rectangle's length compared to its width, you can't answer the question.
However, apparently the answer is that A's area is larger. The reason for this is that apparently it is generally understood that the length of a rectangle is always longer than it's width, as that's how the terms length and width are defined. However, I've never heard the terms defined this way, and after asking some Mathematics students at my university, they said that they've never heard of length and width being defined that way either, they're essentially interchangeable terms. They said even if I am expected to know that, a maths exam shouldn't expect me to know that in order to answer a question, because the question isn't actually a question of mathematical reasoning, it's a question of semantics and your understanding of the English language.
So my question is this: will I be expected to know things like that on the actual GRE? And if so, why? It really does seem like more of a semantics question than a maths one. I get that it's important to know the meaning of specific terms like 'equilateral' and 'circumference', but to my understanding, the terms length and width do not carry the same association of being specifically defined, they are general use terms. 'Length' is even used to refer to the measure of any segment of any shape, not just for straight lines and not just for rectangles. How am I expected to decide my answer based on such an ambiguous term? I suppose this has turned into more of a venting of my frustration than an actual question, but I do want to know whether this is expected knowledge for the General GRE quant section, and if so, what should I do to make sure I cover all my bases here so this doesn't happen again.
I recently took a GRE practice test and there was a question about rectangles that went something like this:
Rectangle B has a length 10% less than that of Rectangle A, though Rectangle B's width is 10% greater than that of Rectangle A.
You then had to compare the areas of each rectangle. I said there wasn't enough information to tell which had a larger area, because you'd need to know how the length of a rectangle compares to its width, and that information is not provided in the question. Basically, if in one rectangle the length is the longer side, A's area is larger, but if the same rectangle's width is larger, B's area is larger. Without knowing how either rectangle's length compared to its width, you can't answer the question.
However, apparently the answer is that A's area is larger. The reason for this is that apparently it is generally understood that the length of a rectangle is always longer than it's width, as that's how the terms length and width are defined. However, I've never heard the terms defined this way, and after asking some Mathematics students at my university, they said that they've never heard of length and width being defined that way either, they're essentially interchangeable terms. They said even if I am expected to know that, a maths exam shouldn't expect me to know that in order to answer a question, because the question isn't actually a question of mathematical reasoning, it's a question of semantics and your understanding of the English language.
So my question is this: will I be expected to know things like that on the actual GRE? And if so, why? It really does seem like more of a semantics question than a maths one. I get that it's important to know the meaning of specific terms like 'equilateral' and 'circumference', but to my understanding, the terms length and width do not carry the same association of being specifically defined, they are general use terms. 'Length' is even used to refer to the measure of any segment of any shape, not just for straight lines and not just for rectangles. How am I expected to decide my answer based on such an ambiguous term? I suppose this has turned into more of a venting of my frustration than an actual question, but I do want to know whether this is expected knowledge for the General GRE quant section, and if so, what should I do to make sure I cover all my bases here so this doesn't happen again.
Here's the question you're referring to: https://gre.myprepclub.com/forum/the-lengt ... -3263.html
I don't see anything to indicate the solution requires either rectangle's length to be greater than its with.
If we let x and y be the length and width of Rectangle A, then 0.9x and 1.1y represent the length and width of Rectangle B. Notice there's no way to determine which dimension, 0.9x or 1.1y, is the greater value.
All we can say for certain is that 0.9x is less than x, and 1.1y is greater than y, but in these situations, we're just comparing the lengths of two different rectangles.
I don't believe the test-makers define the longest side as the length.
