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Free GMAT practice questions

10 real questions from our GMAT Focus question bank, across Quant, Verbal and Data Insights. Answer each one here, then open the full explanation.

Quant practice questions

Quantitative Reasoning is 21 Problem Solving questions in 45 minutes, drawn from arithmetic and algebra, with no calculator. Geometry is not tested, and many questions are word problems.

Quant

Question 1: Problem Solving, percents and weighted averages

In a class, 60%60\% of students are girls. If 75%75\% of girls and 40%40\% of boys passed an exam, what percent of the whole class passed?
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Explanation

Let total =100= 100. Girls =60= 60, boys =40= 40. Passed =0.75(60)+0.40(40)=45+16=61= 0.75(60) + 0.40(40) = 45 + 16 = 61. So 61%61\%.

The move: Two groups with different pass rates: weight each rate by its group's share of the class instead of averaging the two percentages. Practice more like this free for 7 days.

Quant

Question 2: Problem Solving, mean, median and a maximum

A set of 7 distinct positive integers has a mean of 10 and a median of 9. What is the greatest possible value of the largest element?
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Explanation

Sum =70= 70. The median (4th value) =9= 9. To maximize the 7th value, minimize all others. The three smallest must be distinct positive integers less than 99: minimally 1,2,31, 2, 3. The 5th and 6th must be distinct integers greater than 99: minimally 10,1110, 11. Sum of the first six: 1+2+3+9+10+11=361 + 2 + 3 + 9 + 10 + 11 = 36. Largest =70−36=34= 70 - 36 = 34.

The move: To push one value as high as it can go, push every other value as low as the rules allow. Practice more like this free for 7 days.

Quant

Question 3: Problem Solving, factors and perfect squares

How many positive factors of 720720 are perfect squares?
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Explanation

720=24×32×51720 = 2^4 \times 3^2 \times 5^1. For a factor to be a perfect square, each prime's exponent must be even. Exponent of 2: {0,2,4}\{0, 2, 4\} (3 choices). Exponent of 3: {0,2}\{0, 2\} (2 choices). Exponent of 5: {0}\{0\} (1 choice). Total: 3×2×1=63 \times 2 \times 1 = 6.

The move: Prime factorization turns a counting question into a short multiplication. Practice more like this free for 7 days.

Verbal practice questions

Verbal Reasoning is 23 questions in 45 minutes: Critical Reasoning arguments and Reading Comprehension passages. There is no grammar on the current exam (here is what happened to Sentence Correction). For every question type and a method for each, read the GMAT Critical Reasoning guide.

Verbal

Question 4: Critical Reasoning, find the assumption

At Fentwick Public Library, physical book checkouts fell by nearly a third over the past two years, a period during which the library's e-book lending platform saw checkout numbers rise sharply. The library director has concluded that patrons increasingly prefer reading e-books to borrowing physical copies.

Which of the following is an assumption on which the director's conclusion depends?
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Explanation

The director's inference is causal: physical checkouts fell while e-book checkouts rose, and the director assumes the same patrons drove both trends. The negation test confirms (C): if none of the patrons whose physical checkouts declined had increased their e-book use, the fall in physical checkouts and the rise in e-book checkouts would belong to two unconnected populations, and the director's 'switching' story would collapse. (A) is tempting because it also discusses the e-book adopters, but it describes new patrons who never checked out physical books, which says nothing about whether the patrons who cut back on physical checkouts are the ones who moved to e-books — wrong population. (B) sounds like it states the assumption directly, but its absolute 'all... exclusively' goes far beyond what the argument needs; the conclusion only requires that some patrons switched, not that switching was the sole and universal cause. (D) cites a true, stable fact about the platform's long history, but a constant that predates and persists through the two-year window can't explain why checkouts moved during that specific period. (E) introduces budget data that is topically close to 'library operations' but has no bearing on why checkout patterns shifted, leaving the actual population-overlap gap untouched.

The move: Negate each choice: the assumption is the one whose negation breaks the argument. Practice more like this free for 7 days.

Verbal

Question 5: Critical Reasoning, weaken the argument

The Talborne athletic company's newly designed running shoe incorporates a carbon-fiber plate that, in laboratory tests, reduced the energy runners expended per stride by four percent compared with Talborne's previous model. Since long-distance runners who train at a lower energy cost per stride typically achieve faster race times, sponsored runners wearing the new shoe will almost certainly post faster marathon times than they did while wearing the previous model.

Which of the following, if true, most seriously weakens the argument that sponsored runners will post faster marathon times in the new shoe?
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Explanation

The argument assumes that the energy savings measured in the lab will carry over to actual marathon conditions. (C) directly severs that link: if the four percent reduction only shows up at speeds well above typical marathon pace, the mechanism the argument relies on may simply not operate during an actual marathon, where runners sustain a much slower pace throughout — undermining the prediction that sponsored runners will run faster marathons in the new shoe. (A) is tempting because it reuses the exact phrase 'energy expended per stride' from the stimulus, but it discusses injury risk, not race time, and does nothing to address whether the new shoe will make runners faster — a topically adjacent but irrelevant fact. (B) is tempting because it questions whether Talborne's sponsored roster is suited to marathons at all, but the argument concerns how marathon runners who wear the shoe will perform, not the overall composition of Talborne's sponsorship roster — a wrong-population shift away from the runners actually at issue. (D) sounds like it could expose a testing flaw, but identical equipment and identical lab conditions across both models is exactly what makes the four percent comparison valid — if anything this supports the reliability of the finding rather than weakening the argument. (E) uses sweepingly absolute language ('no running shoe... ever') that goes well beyond what the argument requires; even a much smaller improvement than one minute would satisfy the conclusion's modest claim of merely running 'faster,' so this fact doesn't actually contradict the prediction.

The move: Attack the link between the evidence (a lab result) and the conclusion (marathon times). Practice more like this free for 7 days.

Passage for questions 6 and 7

Frequent-Flyer Miles and the Economics of Breakage

Airlines that operate frequent-flyer programs sell miles in bulk to co-branded credit-card issuers, banks, and retail partners, who distribute those miles to customers as a purchase incentive; the airline collects payment for the miles at the time of sale but does not deliver the underlying service (a seat, an upgrade) until a customer eventually redeems them, if ever. Under prevailing accounting practice, an airline estimates at the time of sale what portion of the miles sold will never be redeemed, a phenomenon accountants term breakage, arising from expired miles, abandoned accounts, and balances too small to exchange for any available reward, and recognizes that estimated portion as revenue immediately, while deferring recognition of the remaining, presumably redeemable portion as a liability until a customer actually redeems it. Breakage benefits airlines directly: revenue is recognized against miles for which no seat or service will ever need to be provided. Some analysts argue that airlines' periodic devaluations of mileage-redemption charts, which raise the number of miles required for a given reward, function partly to inflate breakage deliberately, by pushing marginal accounts below the threshold needed to redeem anything at all. Airlines dispute this characterization, maintaining that devaluations merely track rising operating costs and reward-seat scarcity.

Verbal

Question 6: Reading Comprehension, main idea

The passage is primarily concerned with
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Explanation

The passage moves through one mechanism start to finish: airlines sell miles, recognize revenue against an estimate of what will never be redeemed (breakage), and analysts and airlines dispute whether devaluations are used to inflate that breakage deliberately. That is exactly (B). (A) is tempting because the passage is about a program economics detail, but it is fabricated: nothing suggests airlines are abandoning these programs; miles continue to be sold to partners throughout. (C) sounds plausible because the passage does discuss financial liability, but it is out of scope: the passage never weighs which party bears greater risk, only how the airline recognizes revenue. (D) overreaches the passage's own attribution structure: the text only reports that 'analysts argue' devaluations inflate breakage and that airlines dispute the charge, never asserting in its own voice that airlines mislead customers, so treating that contested claim as the passage's flat thesis goes too far. (E) is fabricated: no cross-airline comparison of breakage rates appears anywhere in the passage. The correct answer is (B).

The move: The right answer covers the whole passage: the mechanism and the dispute about it. Practice more like this free for 7 days.

Verbal

Question 7: Reading Comprehension, inference

It can be inferred from the passage that an airline would recognize a smaller share of its mileage revenue immediately at the time of sale if
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Explanation

The passage's mechanism is that only the portion of miles expected never to be redeemed (breakage) is recognized as revenue immediately, while the portion expected to be redeemed is deferred as a liability. If a larger share of sold miles were expected to be redeemed, the immediately-recognized (breakage) share would necessarily shrink, which is exactly (A). (B) is tempting because it involves a quantity going up, but total volume sold doesn't change the proportion expected to break versus be redeemed, so it's an unsupported scale claim with no bearing on the ratio. (C) is out of scope: cash ticket pricing is never connected in the passage to how mileage revenue is recognized. (D) is tempting because it describes actual redemption behavior, but that behavior occurs later, after miles are already sold and the ex-ante breakage estimate already made, so it isn't a factor in the original at-sale estimate the question asks about. (E) is tempting because it names the real devaluation mechanism, but it gets the direction backwards: the passage says devaluations (raising miles required per reward) are argued to inflate breakage, meaning MORE, not fewer, miles would be expected never to be redeemed, which would increase, not decrease, the share recognized immediately. The correct answer is (A).

The move: Run the passage's own mechanism one step further, with no outside assumptions. Practice more like this free for 7 days.

Data Insights practice questions

Data Insights is 20 questions in 45 minutes across five formats, with an on-screen calculator. Below are three of them: Data Sufficiency, a table question and Two-Part Analysis. The Data Insights guide covers all five.

Data Insights

Question 8: Data Sufficiency, remainders

What is the remainder when positive integer nn is divided by 6?

(1) The remainder when nn is divided by 2 is 1.
(2) The remainder when nn is divided by 3 is 2.
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Explanation

Statement (1): nn is odd. Possible remainders when divided by 6: 1, 3, 5. Not unique. Not sufficient.

Statement (2): n≡2(mod3)n \equiv 2 \pmod{3}. Possible remainders when divided by 6: 2 or 5. Not unique. Not sufficient.

Together: nn is odd (remainder 1 mod 2) and n≡2(mod3)n \equiv 2 \pmod{3}. By CRT (Chinese Remainder Theorem), n≡5(mod6)n \equiv 5 \pmod{6}. Unique remainder. Sufficient.

Verify: n=5n = 5 → 5 ÷ 6 remainder 5, 5 ÷ 2 remainder 1 ✓, 5 ÷ 3 remainder 2 ✓. n=11n = 11 → 11 ÷ 6 remainder 5 ✓.

Answer: (C).

The move: Test each statement alone with real numbers before you combine them. Practice more like this free for 7 days.

Data Insights

Question 9: Graphs & Tables, reading a table

The table shows test results for five sections of an introductory chemistry course.

Chemistry 101 Test Results

SectionStudentsAverage Score
Section A3578
Section B2882
Section C4074
Section D3285
Section E2580
What is the weighted average score across all five sections?
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Explanation

Weighted sum = 35(78)+28(82)+40(74)+32(85)+25(80)35(78) + 28(82) + 40(74) + 32(85) + 25(80)
=2,730+2,296+2,960+2,720+2,000=12,706= 2{,}730 + 2{,}296 + 2{,}960 + 2{,}720 + 2{,}000 = 12{,}706.
Total students = 35+28+40+32+25=16035 + 28 + 40 + 32 + 25 = 160.
Weighted average = 12,706/160=79.412{,}706/160 = 79.4.

The move: Weight each row by its size before you average, the core move in Table Analysis. Practice more like this free for 7 days.

Data Insights

Question 10: Two-Part Analysis, mixtures

A chemist has a 20% acid solution and a 50% acid solution. She needs to mix them to obtain 600 mL of a 30% acid solution. How many mL of each solution should she use?
20% solution (mL)50% solution (mL)Option
100
200
300
400
500
600
Show the answer and explanation

Explanation

Let xx = mL of 20% solution, yy = mL of 50% solution. We have x+y=600x + y = 600 and 0.20x+0.50y=0.30(600)=1800.20x + 0.50y = 0.30(600) = 180. Substituting x=600−yx = 600 - y: 120−0.20y+0.50y=180⇒0.30y=60⇒y=200120 - 0.20y + 0.50y = 180 \Rightarrow 0.30y = 60 \Rightarrow y = 200. So x=400x = 400.

The move: Two linked unknowns: write both equations before you look at the options. Practice more like this free for 7 days.

How to get more from practice

  • Time yourself. The real sections allow about two minutes a question, so a question that takes four minutes here costs you time elsewhere on test day.
  • Read the explanation even when you were right. A right answer reached by a guess or a long route is a miss waiting to happen.
  • Keep a log of what you missed and why, then redo those questions a day later and again a few days after that.
  • Once single questions feel routine, sit timed sections and then full mocks. Turn section scores into a total with the GMAT Focus score calculator.

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