GMAT Data Sufficiency Practice Question

January 7, 2014
Gina Allison

This year, I’d like to learn to play chess. I imagine that I’m going to have to read some about chess, but mostly practice playing it a whole lot in order to learn the game. I suppose that I’m going to have to find a willing partner – someone who has the patience to play chess with a novice.

Here’s some good news for you: as you learn to “play” the GMAT, you have a willing partner – Kaplan. The best way to increase your score on the GMAT is to practice. Seems obvious, right? Well, it’s just like any skill you’re trying to acquire – the more you do it, the more comfortable you become with it, the more you understand the nuances, the ins and outs, and the closer you become to being an expert.

So, let’s play a practice round. No worries, this is a quick one – you will likely be able to complete it in five minutes or so. Use all the available Geometry and GMAT Data Sufficiency question format knowledge you have at your disposal, and share your answer in the comments. We’ll post the full answer explanation in a couple of days.

GMAT Data Sufficiency practice question

What is the area of quadrilateral ABCD?

(1) The radius of Circle A is 10 and the radius of Circle C is 5.

(2) The area of Circle A is 300% greater than the area of Circle C.

  • A. Statement (1) BY ITSELF is sufficient to answer the question, but statement (2) by itself is not.
  • B.  Statement (2) by ITSELF is sufficient to answer the question, but statement (1) by itself is not.
  • C.  Statements (1) and (2) TAKEN TOGETHER are sufficient to answer the question, even though NEITHER statement BY ITSELF is sufficient.
  • D. EITHER statement BY ITSELF is sufficient to answer the question.
  • E. Statements (1) and (2) TAKEN TOGETHER are NOT sufficient to answer the question, requiring more data pertaining to the problem.

Check the answer to find out if you are correct.


Gina Allison Gina Allison is a GMAT teacher and tutor who has worked with students in the traditional, advanced, verbal-intensive/international, and math-intensive GMAT classrooms. She enjoys working with students who are convinced that they just can’t do math and convincing them that GMAT math is manageable and can even be fun. Gina was honored to be named Teacher of the Year in her first year of teaching with Kaplan. She has contributed to GMAT curriculum development and teacher training projects. When not wrapped up in all things Kaplan, Gina enjoys reading and adding to her “Movies Seen” list.



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