Thank you for using the timer - this advanced tool can estimate your performance and suggest more practice questions. We have subscribed you to Daily Prep Questions via email.

Customized for You

we will pick new questions that match your level based on your Timer History

Track Your Progress

every week, we’ll send you an estimated GMAT score based on your performance

Practice Pays

we will pick new questions that match your level based on your Timer History

Not interested in getting valuable practice questions and articles delivered to your email? No problem, unsubscribe here.

It appears that you are browsing the GMAT Club forum unregistered!

Signing up is free, quick, and confidential.
Join other 500,000 members and get the full benefits of GMAT Club

Registration gives you:

Tests

Take 11 tests and quizzes from GMAT Club and leading GMAT prep companies such as Manhattan GMAT,
Knewton, and others. All are free for GMAT Club members.

Applicant Stats

View detailed applicant stats such as GPA, GMAT score, work experience, location, application
status, and more

Books/Downloads

Download thousands of study notes,
question collections, GMAT Club’s
Grammar and Math books.
All are free!

Thank you for using the timer!
We noticed you are actually not timing your practice. Click the START button first next time you use the timer.
There are many benefits to timing your practice, including:

In a local school district, the high school and middle [#permalink]

Show Tags

05 Jul 2010, 12:42

3

This post was BOOKMARKED

00:00

A

B

C

D

E

Difficulty:

45% (medium)

Question Stats:

63% (02:22) correct
37% (01:23) wrong based on 196 sessions

HideShow timer Statistics

In a local school district, the high school and middle school each received r dollars toward funding for the student arts program. The high school enrolled 300 students and the middle school enrolled 200 students. Later, the middle school transferred s dollars to the high school so that they would have received the same funding per student. Which of the following is equivalent to s?

yeah this problem can be difficult if you don't understand what the problem is asking. it took me a few minutes just to figure out exactly what the problem wanted. once i understood the problem, the algebra was very easy.
_________________

You forgot to divide the X - the amount transferred - by the number of students. The amount transferred must be 120 - for $2.4 per student.

RGM, I'm so sorry, I can't believe I still don't understand...

why am I dividing 700/500? where is 700 from? X is the amount transferred per student, so it's = $0.5/student, so Middle should transfer $0.5/student to High. Since Middle has 200 students, it transfers $100=s to High....

but again, that's wrong, and again, I don't see why it's wrong.

Your calculations used this: ( r / 200 ) - s = ( r / 300 ) + s

when it should have used this: ( r - s ) / 200 = ( r + s ) / 300

See the difference. You set R as 600. 600/300 = $2 and 600/200 = $3

So you reasoned that amount to be transferred per student should be $3 - $2 = $1. Divide by 2, and get $0.5. $0.5 per student. That's wrong. It is because the transfer isn't divided by the number of students - as such, it's lopsided again, and the amount of money per student isn't equal for both schools. Also the $3 - $2 = $1 approach is wrong since you're combining per student dollar amounts that don't have the same number of students (mixing 200 and 300 students).

Case in point. You got the $100 from $0.5*200. Why not $0.5*300? to get the amount of transfer?

You got the 700 by adding the 100 to the 600 original amount. 700 is to be shared by 300 students. the 500 is from 600 minus 100. 500 to be shared by 200 students. The amounts are not equal.

Your calculations used this: ( r / 200 ) - s = ( r / 300 ) + s

when it should have used this: ( r - s ) / 200 = ( r + s ) / 300

See the difference. You set R as 600. 600/300 = $2 and 600/200 = $3

So you reasoned that amount to be transferred per student should be $3 - $2 = $1. Divide by 2, and get $0.5. $0.5 per student. That's wrong. It is because the transfer isn't divided by the number of students - as such, it's lopsided again, and the amount of money per student isn't equal for both schools. Also the $3 - $2 = $1 approach is wrong since you're combining per student dollar amounts that don't have the same number of students (mixing 200 and 300 students).

Case in point. You got the $100 from $0.5*200. Why not $0.5*300? to get the amount of transfer?

You got the 700 by adding the 100 to the 600 original amount. 700 is to be shared by 300 students. the 500 is from 600 minus 100. 500 to be shared by 200 students. The amounts are not equal.

Hope this helps.

THANK YOU SO MUCH RGM. lol, that was stupid. 700/300 doesn't equal 2.5, it equals 2.333, so the result doesn't even equal. you're the best.

Your calculations used this: ( r / 200 ) - s = ( r / 300 ) + s

when it should have used this: ( r - s ) / 200 = ( r + s ) / 300

See the difference. You set R as 600. 600/300 = $2 and 600/200 = $3

So you reasoned that amount to be transferred per student should be $3 - $2 = $1. Divide by 2, and get $0.5. $0.5 per student. That's wrong. It is because the transfer isn't divided by the number of students - as such, it's lopsided again, and the amount of money per student isn't equal for both schools. Also the $3 - $2 = $1 approach is wrong since you're combining per student dollar amounts that don't have the same number of students (mixing 200 and 300 students).

Case in point. You got the $100 from $0.5*200. Why not $0.5*300? to get the amount of transfer?

You got the 700 by adding the 100 to the 600 original amount. 700 is to be shared by 300 students. the 500 is from 600 minus 100. 500 to be shared by 200 students. The amounts are not equal.

Hope this helps.

THANK YOU SO MUCH RGM. lol, that was stupid. 700/300 doesn't equal 2.5, it equals 2.333, so the result doesn't even equal. you're the best.

Sure thing. Nah, it's not stupid - we simply just don't see our mistakes from time to time, happens to the best of us.

I did this the same way as RGM at first, but after reading knabi's attempted solution, I actually think you were on track for a simpler method. You just didn't quite nail it.

if r = $600, then the total cash given is $1,200 ($600 to school A, $600 to school B) and the total students are 500 (200 at A, 300 at B). So for $/student to be the same, it has to be $1200 / 500 students = $2.40/student. School A has $600/200 = $3/student, so they need to give away s = $0.60 for each of their 200 students, or $3/5 * 200.

Thus s = 3/5 * 200 = 600/5 = r/5

Either method is fine, but I thought I'd share this in case it's helpful.

If they get the same amount of funding per student in the end, then the first school will have 60% and the 2nd school will have 40% of the total funding (300 vs 200).

They start with 50% each. So, 2nd school has to transfer 10% of the total to the first school...which is 1/5 of the initial amount they got.

Re: In a local school district, the high school and middle [#permalink]

Show Tags

17 Nov 2013, 04:47

plug smart numbers: H got $250 (r) M got $250 (r) S= $50 H+S=$250+$50=$300 M-S=$250-$50=$200 now H+S has $1 per 1 student, and H-S has $1 per 1 student. S=$50, r=$250 Check with answers: r/5=$250/5=$50

Re: In a local school district, the high school and middle [#permalink]

Show Tags

03 Nov 2015, 16:51

Hello from the GMAT Club BumpBot!

Thanks to another GMAT Club member, I have just discovered this valuable topic, yet it had no discussion for over a year. I am now bumping it up - doing my job. I think you may find it valuable (esp those replies with Kudos).

Want to see all other topics I dig out? Follow me (click follow button on profile). You will receive a summary of all topics I bump in your profile area as well as via email.
_________________

Its been long time coming. I have always been passionate about poetry. It’s my way of expressing my feelings and emotions. And i feel a person can convey...

Written by Scottish historian Niall Ferguson , the book is subtitled “A Financial History of the World”. There is also a long documentary of the same name that the...

Post-MBA I became very intrigued by how senior leaders navigated their career progression. It was also at this time that I realized I learned nothing about this during my...