<?xml version="1.0" encoding="UTF-8"?><rss version="2.0" xmlns:content="http://purl.org/rss/1.0/modules/content/" xmlns:wfw="http://wellformedweb.org/CommentAPI/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:atom="http://www.w3.org/2005/Atom" xmlns:sy="http://purl.org/rss/1.0/modules/syndication/" xmlns:slash="http://purl.org/rss/1.0/modules/slash/" > <channel> <title>Manhattan GMAT – GMAT</title> <atom:link href="https://www.manhattanprep.com/gmat/blog/tag/manhattan-gmat/feed/" rel="self" type="application/rss+xml" /> <link>https://www.manhattanprep.com/gmat</link> <description>GMAT Prep Course, Best GMAT Class & Study Books | Manhattan Prep GMAT</description> <lastBuildDate>Thu, 05 Sep 2019 16:00:37 +0000</lastBuildDate> <language>en-US</language> <sy:updatePeriod> hourly </sy:updatePeriod> <sy:updateFrequency> 1 </sy:updateFrequency> <generator>https://wordpress.org/?v=6.3.2</generator> <item> <title>Manhattan Prep’s GMAT® study app is now available!</title> <link>https://www.manhattanprep.com/gmat/blog/manhattan-preps-gmat-study-app-is-now-available/</link> <dc:creator><![CDATA[Stacey Koprince]]></dc:creator> <pubDate>Tue, 17 Nov 2015 00:40:56 +0000</pubDate> <category><![CDATA[Algebra]]></category> <category><![CDATA[Apps and Admissions]]></category> <category><![CDATA[Challenge Problem]]></category> <category><![CDATA[Critical Reasoning]]></category> <category><![CDATA[Data Sufficiency]]></category> <category><![CDATA[Essay]]></category> <category><![CDATA[For Current Studiers]]></category> <category><![CDATA[Fractions, Decimals, Percents]]></category> <category><![CDATA[Geometry]]></category> <category><![CDATA[GMAT 101]]></category> <category><![CDATA[GMAT Prep]]></category> <category><![CDATA[GMAT Resources]]></category> <category><![CDATA[GMAT Study Guide]]></category> <category><![CDATA[MBA]]></category> <category><![CDATA[MGMAT News]]></category> <category><![CDATA[News]]></category> <category><![CDATA[Problem Solving]]></category> <category><![CDATA[Quant]]></category> <category><![CDATA[Reading Comprehension]]></category> <category><![CDATA[Sentence Correction]]></category> <category><![CDATA[Taking the GMAT]]></category> <category><![CDATA[Verbal]]></category> <category><![CDATA[b-school]]></category> <category><![CDATA[business school]]></category> <category><![CDATA[GMAT]]></category> <category><![CDATA[gmat app]]></category> <category><![CDATA[GMAT prep app]]></category> <category><![CDATA[gmat strategy]]></category> <category><![CDATA[GMAT study app]]></category> <category><![CDATA[graduate management admissions test]]></category> <category><![CDATA[how to study]]></category> <category><![CDATA[Manhattan GMAT]]></category> <category><![CDATA[Manhattan Prep GMAT App]]></category> <guid isPermaLink="false">http://www.manhattanprep.com/gmat/?p=10630</guid> <description><![CDATA[<p>I am very excited to announce that our new GMAT® study app is available on both iOS and Android! Download now! iOS Android Do you need to drill foundational skills? Practice your process for any of the question types found in the Quant (DS, PS) or Verbal (CR, RC, SC) sections of the GMAT? Challenge yourself with some […]</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/manhattan-preps-gmat-study-app-is-now-available/">Manhattan Prep’s GMAT® study app is now available!</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></description> <content:encoded><![CDATA[<p><img decoding="async" fetchpriority="high" class="alignleft wp-image-10660 size-full" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/11/gmat-app-blog-header.png" alt="" width="676" height="264" srcset="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/11/gmat-app-blog-header.png 676w, https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/11/gmat-app-blog-header-300x117.png 300w" sizes="(max-width: 676px) 100vw, 676px" />I am very excited to announce that our new <a href="//www.manhattanprep.com/gmat/app/">GMAT® study app</a> is available on both <a href="https://itunes.apple.com/us/app/manhattan-prep-gmat/id1030031321?mt=8">iOS</a> and <a href="https://play.google.com/store/apps/details?id=com.hltcorp.gmat">Android</a>!</p> <hr /> <h2 style="text-align: center;"><strong>Download now!</strong></h2> <h3 style="text-align: center;"><span style="text-decoration: underline;"><span style="color: #ff0000; text-decoration: underline;"><strong><a style="color: #ff0000; text-decoration: underline;" href="https://itunes.apple.com/us/app/manhattan-prep-gmat/id1030031321?mt=8">iOS</a></strong></span></span></h3> <h3 style="text-align: center;"><span style="text-decoration: underline;"><span style="color: #ff0000; text-decoration: underline;"><strong><a style="color: #ff0000; text-decoration: underline;" href="https://play.google.com/store/apps/details?id=com.hltcorp.gmat">Android</a></strong></span></span></h3> <hr /> <h3 style="text-align: center;"></h3> <p><span id="more-10630"></span></p> <p>Do you need to drill foundational skills? Practice your process for any of the question types found in the Quant (DS, PS) or Verbal (CR, RC, SC) sections of the GMAT? Challenge yourself with some very advanced Quant problems?</p> <p>We’ve got you covered. The full version of the app contains more than 2,000 practice problems along with comprehensive explanations—and even the free version will keep you busy for quite a while. Some problems are skill drills: you’ll make sure that you have all of the foundational knowledge you need in order to tackle the test. Others are full-on GMAT-format problems, so that you can practice exactly what you’ll need to do on test day.</p> <p><img decoding="async" class="wp-image-10653 aligncenter" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/11/advanced-quant-practice.jpg" alt="" width="325" height="577" srcset="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/11/advanced-quant-practice.jpg 640w, https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/11/advanced-quant-practice-169x300.jpg 169w, https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/11/advanced-quant-practice-577x1024.jpg 577w" sizes="(max-width: 325px) 100vw, 325px" /></p> <p> </p> <p>The app contains several glossaries, including grammar terms, math terms, and idioms. We also provide a whole host of study and time management strategies, and our friends over at <a href="//www.mbamission.com/" target="_blank">MBA Mission</a> have contributed great admissions tips.</p> <div id="attachment_10635" style="width: 335px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-10635" decoding="async" class="wp-image-10635" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/11/strategies.jpg" alt="Strategies" width="325" height="577" srcset="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/11/strategies.jpg 640w, https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/11/strategies-169x300.jpg 169w, https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/11/strategies-577x1024.jpg 577w" sizes="(max-width: 325px) 100vw, 325px" /><p id="caption-attachment-10635" class="wp-caption-text">Strategies to optimize your GMAT performance.</p></div> <p>You can use the app in conjunction with one of our courses, but you don’t need to take a course to benefit from the app; it works just as well for stand-alone practice. You will want to identify other resources that, for example, lay out all of the grammar rules or formulas that you would need to know for the test. (Our strategy guides cover those areas.) The app is focused on practicing your skills on problems.</p> <p>If you are taking one of our <a href="https://www.manhattanprep.com/gmat/classes/" target="_blank">courses</a> or <a href="https://www.manhattanprep.com/gmat/prep/on-demand/" target="_blank">guided self-study programs</a>, the full app won’t cost you anything; it’s included as part of your program. Now, you don’t have to have your books with you whenever you want to study. You can sneak in 5 or 10 minutes of practice while you’re waiting for that meeting to start.</p> <p>The material is organized in the same way that our strategy guides are organized: quant by major content area and verbal by question type. Essentially, you can do any of your strategy guide end-of-chapter problem sets or online practice problems via the app rather than in your books or your Manhattan Prep student center.</p> <p>I hope you’re as excited about the app as I am. Now, go get started and happy studying!</p> <p>GMAT® is a registered trademark of the Graduate Management Admission Council.</p> <hr /> <h2 style="text-align: center;"><strong>Download now!</strong></h2> <h3 style="text-align: center;"><span style="text-decoration: underline;"><span style="color: #ff0000; text-decoration: underline;"><strong><a style="color: #ff0000; text-decoration: underline;" href="https://itunes.apple.com/us/app/manhattan-prep-gmat/id1030031321?mt=8">iOS</a></strong></span></span></h3> <h3 style="text-align: center;"><span style="text-decoration: underline;"><span style="color: #ff0000; text-decoration: underline;"><strong><a style="color: #ff0000; text-decoration: underline;" href="https://play.google.com/store/apps/details?id=com.hltcorp.gmat">Android</a></strong></span></span></h3> <hr /> <p><em><strong><img decoding="async" loading="lazy" class="alignleft size-thumbnail wp-image-9719" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/06/stacey-koprince-150x150.png" alt="stacey-koprince" width="150" height="150" />Stacey Koprince is a Manhattan Prep instructor based in Montreal, Canada and Los Angeles, California.</strong> Stacey has been teaching the GMAT, GRE, and LSAT for more than 15 years and is one of the most well-known instructors in the industry. Stacey loves to teach and is absolutely fascinated by standardized tests. <a href="//www.manhattanprep.com/gmat/classes/#instructor/86">Check out Stacey’s upcoming GMAT courses here</a></em></p> <p> </p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/manhattan-preps-gmat-study-app-is-now-available/">Manhattan Prep’s GMAT® study app is now available!</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></content:encoded> </item> <item> <title>Manhattan Prep’s Social Venture Scholars Program Deadline: July 6</title> <link>https://www.manhattanprep.com/gmat/blog/manhattan-preps-social-venture-scholars-program-deadline-march-27/</link> <dc:creator><![CDATA[Evyn Williams]]></dc:creator> <pubDate>Mon, 22 Jun 2015 14:24:33 +0000</pubDate> <category><![CDATA[Giving Back]]></category> <category><![CDATA[MGMAT News]]></category> <category><![CDATA[News]]></category> <category><![CDATA[b-school]]></category> <category><![CDATA[business school]]></category> <category><![CDATA[Free GMAT class]]></category> <category><![CDATA[GMAT]]></category> <category><![CDATA[GMAT Class]]></category> <category><![CDATA[Manhattan GMAT]]></category> <category><![CDATA[MBA]]></category> <category><![CDATA[social venture program]]></category> <category><![CDATA[social venture scholarship]]></category> <category><![CDATA[svs]]></category> <guid isPermaLink="false">http://www.manhattanprep.com/gmat/?p=8562</guid> <description><![CDATA[<p>Do you work for a non-profit? How about promote positive social change? Manhattan Prep is honored to offer special full tuition scholarships for up to 16 individuals per year (4 per quarter) who will be selected as part of Manhattan Prep’s Social Venture Scholars program. The SVS program provides selected scholars with free admission into one of Manhattan Prep’s Live Online […]</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/manhattan-preps-social-venture-scholars-program-deadline-march-27/">Manhattan Prep’s Social Venture Scholars Program Deadline: July 6</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></description> <content:encoded><![CDATA[<p><img decoding="async" loading="lazy" class="alignleft" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/11/free-gmat-class.png" alt="free-gmat-class" width="403" height="403" />Do you work for a non-profit? How about promote positive social change? Manhattan Prep is honored to offer special full tuition scholarships for up to 16 individuals per year (4 per quarter) who will be selected as part of Manhattan Prep’s <a href="https://www.manhattanprep.com/gmat/svs.cfm"><b>Social Venture Scholars</b></a> program. The SVS program provides selected scholars with free admission into one of Manhattan Prep’s Live Online Complete Courses (a $1299 value).</p> <p>These competitive scholarships are offered to individuals who (1) currently work full-time in an organization that promotes positive social change, (2) plan to use their MBA to work in a public, not-for-profit, or other venture with a social-change oriented mission, and (3) demonstrate clear financial need. The Social Venture Scholars will all enroll in a special online preparation course taught by two of Manhattan Prep’s expert instructors within one year of winning the scholarship.</p> <p>The deadline is fast approaching:<b> July 6th, 2015! </b></p> <p><a href="https://www.manhattanprep.com/gmat/svs.cfm"><b>Learn more about the SVS program and apply to be one of our Social Venture Scholars here</b></a>.</p> <p> </p> <p><em>Studying for the GMAT? Take our <a href="//www.manhattanprep.com/gmat/free-gmat.cfm">free GMAT practice exam</a> or sign up for a <a href="https://www.manhattanprep.com/gmat/Classes/Free/">free GMAT trial class</a> running all the time near you, or online. And, be sure to <a href="https://www.facebook.com/MGMAT">find us on Facebook</a> and <a href="https://plus.google.com/110382741953934957654">Google+</a>, <a href="//www.linkedin.com/company/manhattan-gmat">LinkedIn</a>, and <a href="https://twitter.com/ManhattanGMAT">follow us on Twitter</a>!</em></p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/manhattan-preps-social-venture-scholars-program-deadline-march-27/">Manhattan Prep’s Social Venture Scholars Program Deadline: July 6</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></content:encoded> </item> <item> <title>Manhattan Prep Instructor Wows With Record-Setting Jeopardy Win</title> <link>https://www.manhattanprep.com/gmat/blog/manhattan-prep-instructor-wows-record-setting-jeopardy-win/</link> <dc:creator><![CDATA[Taylor Dearr]]></dc:creator> <pubDate>Thu, 02 Apr 2015 14:27:52 +0000</pubDate> <category><![CDATA[Uncategorized]]></category> <category><![CDATA[GMAT]]></category> <category><![CDATA[Jeopardy]]></category> <category><![CDATA[Manhattan GMAT]]></category> <category><![CDATA[Manhattan Prep]]></category> <category><![CDATA[teacher]]></category> <guid isPermaLink="false">http://www.manhattanprep.com/gmat/?p=8597</guid> <description><![CDATA[<p>Yesterday, the whole wide internet was shocked by the Jeopardy dominance of “This dude Michael”, but here at Manhattan Prep we weren’t surprised at all. We already knew that dude was smart and we knew that dude had the mathematical wherewithal to bet $7,000 without batting an eyelash. Here at MPrep we know that […]</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/manhattan-prep-instructor-wows-record-setting-jeopardy-win/">Manhattan Prep Instructor Wows With Record-Setting Jeopardy Win</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></description> <content:encoded><![CDATA[<p><a href="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/04/3-24-jeopardy.png"><img decoding="async" loading="lazy" class="alignleft size-medium wp-image-8598" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/04/3-24-jeopardy-300x300.png" alt="3-24-Jeopardy" width="300" height="300" /></a>Yesterday, the whole wide internet was shocked by the Jeopardy dominance of <a href="//www.sbnation.com/lookit/2015/3/31/8323291/this-dude-michael-played-one-of-the-best-jeopardy-games-ever">“This dude Michael”</a>, but here at Manhattan Prep we weren’t surprised at all. We already knew that dude was smart and we knew that dude had the mathematical wherewithal to bet $7,000 without batting an eyelash.</p> <p><strong><strong> </strong></strong></p> <p>Here at MPrep we know that dude as Michael Bilow (one of those people who command such respect that he must always be talked about using his last name lest anyone in earshot mistakenly attribute an anecdote or joke to some less deserving Michael). On Jeopardy, he lived up to his legend taking home the fourth highest single-day winnings in Jeopardy history: $57,198.</p> <p><strong><strong> </strong></strong></p> <p>Michael Bilow joined the Manhattan Prep family in 2011 using his perfect GRE score and spectacular teaching chops to secure a role as an LA-based GRE instructor. A few years later we realized we needed more Bilow in our business so we asked him to join the Marketing Department. He took a position as our Business Data Analyst, while continuing to teach GRE classes and pursue his PhD. After seeing him flawlessly juggle those responsibilities, we never had any doubt that he would take the Jeopardy world by fire.</p> <p><strong><strong> </strong></strong></p> <p>By now the whole country knows of Bilow’s intellectual prowess, but we know so much more. Michael is a dedicated practitioner of improv, a delightful presence in Google Hangout meetings, and a stylish dresser. We can’t wait for his next trip to the New York City headquarters so he can buy us a drink with his winnings after he takes a quick a nap in a tutoring pod.</p> <p><strong><strong> </strong></strong></p> <p>Congrats, Michael Bilow! Keep it up!</p> <p> </p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/manhattan-prep-instructor-wows-record-setting-jeopardy-win/">Manhattan Prep Instructor Wows With Record-Setting Jeopardy Win</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></content:encoded> </item> <item> <title>Free Webinar Series: 5 Steps to Your Dream MBA</title> <link>https://www.manhattanprep.com/gmat/blog/free-webinar-series-5-steps-dream-mba/</link> <dc:creator><![CDATA[Manhattan Prep]]></dc:creator> <pubDate>Fri, 06 Mar 2015 20:11:20 +0000</pubDate> <category><![CDATA[Apps and Admissions]]></category> <category><![CDATA[MBA]]></category> <category><![CDATA[mbaMission]]></category> <category><![CDATA[MGMAT News]]></category> <category><![CDATA[News]]></category> <category><![CDATA[admissions]]></category> <category><![CDATA[b-school]]></category> <category><![CDATA[business school]]></category> <category><![CDATA[Business School applications]]></category> <category><![CDATA[essay analysis]]></category> <category><![CDATA[free]]></category> <category><![CDATA[free events]]></category> <category><![CDATA[GMAT]]></category> <category><![CDATA[GMAT Events]]></category> <category><![CDATA[Graduate Management Admission Test]]></category> <category><![CDATA[Manhattan GMAT]]></category> <category><![CDATA[study tips]]></category> <guid isPermaLink="false">http://www.manhattanprep.com/gmat/?p=8526</guid> <description><![CDATA[<p>Are You Prepared for B-School Admissions? Join Manhattan GMAT and two other leaders in the MBA admissions space— mbaMission and MBA Career Coaches —for an invaluable series of free workshops to help you put together a successful MBA application, from your GMAT score to application essays to admissions interviews to post-acceptance internships. We hope you will join us […]</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/free-webinar-series-5-steps-dream-mba/">Free Webinar Series: 5 Steps to Your Dream MBA</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></description> <content:encoded><![CDATA[<p style="text-align: center"><strong>Are You Prepared for B-School Admissions?</strong></p> <p style="text-align: center"><img decoding="async" loading="lazy" class="aligncenter size-full wp-image-8527" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/03/five-steps-dreammba.png" alt="Five-Steps-DreamMBA" width="403" height="403" /></p> <p style="text-align: left">Join Manhattan GMAT and two other leaders in the MBA admissions space— <a href="//mbamission.com">mbaMission</a> and <a href="//www.mbacareercoaches.com/" target="_blank">MBA Career Coaches</a></p> <p style="text-align: left">—for an invaluable series of free workshops to help you put together a successful MBA application, from your GMAT score to application essays to admissions interviews to post-acceptance internships. We hope you will join us for as many events in this series as you can. Please sign up for each sessions separately via the links below—space is limited.</p> <p style="text-align: center"><a href="//www.manhattanprep.com/gmat/classes/details/15613/" target="_blank"><span style="color: #c72020"><strong>Session 1:</strong> Assessing Your MBA Profile and GMAT vs. GRE </span></a></p> <p style="text-align: center"><em>Tuesday, March 24, 2015 </em><em>(7:30- 9:00 PM EDT</em>) <a href="//www.manhattanprep.com/gmat/classes/details/15613/" target="_blank">SIGN UP HERE</a></p> <p style="text-align: center"><a href="//www.manhattanprep.com/gmat/classes/details/15625/" target="_blank"><span style="color: #c72020"><strong>Session 2:</strong> Selecting Your Target MBA Program and How</span></a></p> <p style="text-align: center"><a href="//www.manhattanprep.com/gmat/classes/details/15625/" target="_blank"><span style="color: #c72020">to Study for the GMAT in Two Weeks</span></a></p> <p style="text-align: center"><em>Tuesday, March 31, 2015 </em><em>(7:30- 9:00 PM EDT</em>) <a href="//www.manhattanprep.com/gmat/classes/details/15625/" target="_blank">SIGN UP HERE</a></p> <p style="text-align: center"><a href="//www.manhattanprep.com/gmat/classes/details/15632/" target="_blank"><span style="color: #c72020"><strong>Session 3:</strong> Writing Standout B-School Admissions Essays</span></a></p> <p style="text-align: center"><a href="//www.manhattanprep.com/gmat/classes/details/15632/" target="_blank"><span style="color: #c72020">and Advanced GMAT: 700+ Level Sentence Correction</span></a></p> <p style="text-align: center"><em>Tuesday, April 7, 2015 </em><em>(7:30- 9:00 PM EDT</em>) <a href="//www.manhattanprep.com/gmat/classes/details/15632/" target="_blank">SIGN UP HERE</a></p> <p style="text-align: center"><a href="//www.manhattangmat.com/classes/details/14498"><br /> </a><a href="//www.manhattanprep.com/gmat/classes/details/15635/" target="_blank"><span style="color: #c72020"><strong>Session 4:</strong> Five Pre-MBA Steps to Landing Your Dream Internship and</span></a></p> <p style="text-align: center"><a href="//www.manhattanprep.com/gmat/classes/details/15635/" target="_blank"><span style="color: #c72020">Advanced GMAT: 700+ Level Quant Strategy</span></a></p> <p style="text-align: center"><em>Tuesday, April 14, 2015 </em><em>(7:30- 9:00 PM EDT</em>) <a href="//www.manhattanprep.com/gmat/classes/details/15635/" target="_blank">SIGN UP HERE</a></p> <p style="text-align: center"><a href="//www.manhattanprep.com/gmat/classes/details/15643/" target="_blank"><span style="color: #c72020"><strong>Session 5:</strong> Questions and Answers with MBA Admissions Officers</span></a></p> <p style="text-align: center"><em>Tuesday, April 21, 2015 </em><em>(7:30- 9:00 PM EDT) </em><a href="//www.manhattanprep.com/gmat/classes/details/15643/" target="_blank">SIGN UP HERE</a></p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/free-webinar-series-5-steps-dream-mba/">Free Webinar Series: 5 Steps to Your Dream MBA</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></content:encoded> </item> <item> <title>When Your High School Algebra is Wrong: How the GMAT Breaks Systems of Equations Rules</title> <link>https://www.manhattanprep.com/gmat/blog/high-school-algebra-wrong-gmat-breaks-systems-equations-rules/</link> <dc:creator><![CDATA[Céilidh Erickson]]></dc:creator> <pubDate>Thu, 19 Feb 2015 16:54:08 +0000</pubDate> <category><![CDATA[Algebra]]></category> <category><![CDATA[How to Study]]></category> <category><![CDATA[Quant]]></category> <category><![CDATA[algebra]]></category> <category><![CDATA[algebra tips]]></category> <category><![CDATA[b-school]]></category> <category><![CDATA[business school]]></category> <category><![CDATA[equations]]></category> <category><![CDATA[GMAT]]></category> <category><![CDATA[gmat quant]]></category> <category><![CDATA[gmat strategy]]></category> <category><![CDATA[Graduate Management Admission Test]]></category> <category><![CDATA[Manhattan GMAT]]></category> <category><![CDATA[MBA]]></category> <category><![CDATA[quant]]></category> <category><![CDATA[study tips]]></category> <category><![CDATA[Tips]]></category> <guid isPermaLink="false">http://www.manhattanprep.com/gmat/?p=8472</guid> <description><![CDATA[<p>If you have two equations, you can solve for two variables. This rule is a cornerstone of algebra. It’s how we solve for values when we’re given a relationship between two unknowns: If I can buy 2 kumquats and 3 rutabagas for $16, and 3 kumquats and 1 rutabaga for $9, how much does 1 […]</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/high-school-algebra-wrong-gmat-breaks-systems-equations-rules/">When Your High School Algebra is Wrong: How the GMAT Breaks Systems of Equations Rules</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></description> <content:encoded><![CDATA[<p><strong><em><img decoding="async" loading="lazy" class="alignleft wp-image-8487" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/02/2-17-highschool-2.png" alt="2-17-HighSchool-2" width="375" height="375" />If you have two equations, you can solve for two variables.</em></strong></p> <p>This rule is a cornerstone of algebra. It’s how we solve for values when we’re given a relationship between two unknowns:</p> <p style="padding-left: 30px"><em>If I can buy 2 kumquats and 3 rutabagas for $16, and 3 kumquats and 1 rutabaga for $9, how much does 1 kumquat cost?</em></p> <p>We set up two equations:</p> <p style="padding-left: 30px">2k + 4r = 16</p> <p style="padding-left: 30px">3k + r = 9</p> <p>Then we can use either substitution or elimination to solve. (Try it out yourself; answer* below).</p> <p>On the GMAT, you’ll be using the “2 equations à 2 variables” rule to solve for a lot of word problems like the one above, especially in Problem Solving. Be careful, though! On the GMAT this rule doesn’t <em>always</em> apply, especially in Data Sufficiency. Here are some sneaky exceptions to the rule…</p> <p><strong>2 Equations aren’t always 2 equations</strong><br /> <span id="more-9238"></span></p> <p>On DS questions, the GMAT wants you to <em>assume</em> that if you have 2 equations, you can always solve for the values of 2 variables. Consider:</p> <p style="padding-left: 30px">What is the value of <em>x</em>?</p> <p style="padding-left: 30px"> (1) 2<em>x</em> – <em>y</em> = 5<em>x</em> – 4</p> <p style="padding-left: 30px"> (2) 6<em>x</em> + <em>y</em> = 8 – <em>y</em></p> <p>At a first glance, we see that each statement has an equation with <em>x</em> and <em>y</em> in it. We assume that those aren’t sufficient on their own, but if we combine them, then 2 equations should allow us to solve for 2 variables. Right? Give it a try – see what values you get…</p> <p>If you actually try to solve, you’ll see that statement (1) simplifies to 3<em>x</em> + <em>y</em> = 4. And statements (2) simplifies to… exactly the same thing! We didn’t really have 2 equations – we actually had 2 versions of the <em>same</em> equation. The answer would be E, not C.</p> <p><strong>2 variables aren’t always 2 variables</strong></p> <p>Try this one:</p> <p style="padding-left: 30px">What is the value of <em>m</em>?</p> <p style="padding-left: 30px"> (1) <em>m</em> – 2<em>n</em> = 6</p> <p style="padding-left: 30px"> (2) 3<em>m</em> – <em>n</em> = 9 – (<em>m</em> + <em>n</em>)</p> <p>Again, at a first glance it looks like each equation has 2 variables, so we’ll need both statements to solve. What happens when you simplify statement (2), though? The –<em>n</em> on each side will cancel, leaving us with a value for <em>m</em>. That’s sufficient!</p> <p>We have to actually do the work to ensure that a) neither variable cancels out or b) we don’t secretly have the same equation. We can’t just jump to a conclusion without doing the work!</p> <p><strong>The “Combo”</strong></p> <p style="padding-left: 30px">If <em>p</em> + 3<em>q</em> = 6<em>r</em>, what is the value of <em>p</em>?</p> <p style="padding-left: 30px"> (1) 2<em>r</em> – <em>q</em> = 5</p> <p style="padding-left: 30px"> (2) <em>r</em> + 2<em>q</em> = 20</p> <p>Here, if we combine the two statements, we can solve and find that <em>q</em> = 7 and <em>r</em> = 6, and then we can easily solve for the value of <em>p</em>. So it seems like the answer should be C, right? But of course the GMAT is sneakier than that…</p> <p>Sometimes 2 equations will let us solve for the values of 2 variables, but <em>that’s not what the question really asked</em>! First, rephrase the question:</p> <p style="padding-left: 30px">If <em>p</em> + 3<em>q</em> = 6<em>r</em>, what is the value of <em>p</em>?</p> <p style="padding-left: 30px"> <em>p</em> = 6<em>r</em> – 3<em>q</em> → what is the value of 6<em>r</em> – 3<em>q</em>?</p> <p style="padding-left: 30px"> → what is 3(2<em>r</em> – <em>q</em>)?</p> <p style="padding-left: 30px"> → what is 2<em>r</em> – <em>q</em>?</p> <p>If that’s our question, then clearly statement (1) gives us a value for that expression. We didn’t need the value of each variable individually, we just needed a value for the “combo” of 2<em>r</em> – <em>q</em>.</p> <p><strong>The Integer Constraint</strong></p> <p>If I asked you to solve for <em>x</em>, and just gave you the equation 13<em>x</em> + 5<em>y</em> = 90, you wouldn’t be able to do it. One equation will never let you solve for two variables – that’s what we learned in high school. But see what happens when we have a word problem:</p> <p style="padding-left: 30px">If xylophones cost $13 apiece and…. [I can’t think of an instrument that starts with ‘y.’ Let’s just say ‘zithers’] zithers cost $5 apiece at the Discount Music Emporium. If Wolfgang purchased at least one xylophone and one zither, then how many xylophones did Wolfgang buy?</p> <p style="padding-left: 30px"> (1) He spent a total of $90 on xylophones and zithers.</p> <p style="padding-left: 30px"> (2) He bought the same number of xylophones as zithers.</p> <p>If we use both statements together, we get 13<em>x</em> + 5<em>z</em> = 90 and <em>x</em> = <em>z</em>. Two equations, so we can solve for two variables. But look again at the statements individually!</p> <p>The second statement doesn’t help, because that “same number” could be anything. On the first statement, though, ask yourself: are there multiple combinations of $13 and $5 amounts that could add to $90?</p> <p>Because the numbers of xylophones and zithers have to be <em>positive integers</em>, we’re just looking for combinations of multiples of 13 and multiples of 5. As it turns out, there’s only one combination that adds up to $90: 13(5) + 5(5). Statement (1) – just one single equation! – was sufficient because the integer constraint restricted it to one possibility.</p> <p><strong>The Quadratic</strong></p> <p>Another way that the GMAT will try to mess with our expectations about “2 equations → 2 variables” is by giving us two equations that create a quadratic:</p> <p style="padding-left: 30px">What is the value of <em>k</em>?</p> <p style="padding-left: 30px"> (1) <em>j</em> + <em>k</em> = 9</p> <p style="padding-left: 30px"> (2) <em>jk</em> = 20</p> <p>If we combine these two equations, we’ll get a quadratic:</p> <p style="padding-left: 30px">20/<em>k</em> + <em>k</em> = 9</p> <p style="padding-left: 30px">20 + <em>k</em><sup>2</sup> -9<em>k</em> = 0</p> <p style="padding-left: 30px">(<em>k</em> – 5)(<em>k</em> – 4) = 0</p> <p>We find that <em>k </em>could equal 4 or 5, but we’ll never know which. Quadratics give us two potential values, but they’re insufficient to give us a single value for a variable (unless there’s a constraint, or a perfect square). Here, the answer would be E.</p> <p><strong>Check your assumptions!</strong></p> <p>Remember, the GMAT likes to thwart your expectations! Don’t assume that two equations will always be needed (or sufficient) to solve for two variables.</p> <p>For more examples of these “2 equations ≠ 2 variables,” try these problems. See if you can pinpoint which exception is being used in each:</p> <p>OG 13/2015: DS #17, 23, 56, 59, 67, 68, 78, 114, 132, 156</p> <p>* <em>k</em> = 2</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/high-school-algebra-wrong-gmat-breaks-systems-equations-rules/">When Your High School Algebra is Wrong: How the GMAT Breaks Systems of Equations Rules</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></content:encoded> </item> <item> <title>Tackling Max/Min Statistics on the GMAT (part 3)</title> <link>https://www.manhattanprep.com/gmat/blog/tackling-maxmin-statistics-gmat-part-3-2/</link> <dc:creator><![CDATA[Stacey Koprince]]></dc:creator> <pubDate>Tue, 17 Feb 2015 16:37:45 +0000</pubDate> <category><![CDATA[How to Study]]></category> <category><![CDATA[Problem Solving]]></category> <category><![CDATA[Quant]]></category> <category><![CDATA[b-school]]></category> <category><![CDATA[business school]]></category> <category><![CDATA[GMAT]]></category> <category><![CDATA[gmat quant]]></category> <category><![CDATA[gmat strategy]]></category> <category><![CDATA[Graduate Management Admission Test]]></category> <category><![CDATA[how to study]]></category> <category><![CDATA[Manhattan GMAT]]></category> <category><![CDATA[MBA]]></category> <category><![CDATA[statistics]]></category> <category><![CDATA[Strategy]]></category> <category><![CDATA[study plan]]></category> <category><![CDATA[study tips]]></category> <category><![CDATA[Tips]]></category> <guid isPermaLink="false">http://www.manhattanprep.com/gmat/?p=8468</guid> <description><![CDATA[<p>Welcome to our third and final installment dedicated to those pesky maximize / minimize quant problems. If you haven’t yet reviewed the earlier installments, start with part 1 and work your way back up to this post. I’d originally intended to do just a two-part series, but I found another GMATPrep® problem (from the free […]</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/tackling-maxmin-statistics-gmat-part-3-2/">Tackling Max/Min Statistics on the GMAT (part 3)</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></description> <content:encoded><![CDATA[<p><img decoding="async" loading="lazy" class="alignleft wp-image-8459" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/02/2-12-minmaxp3.png" alt="2-12-MinMaxP3" width="380" height="380" /></p> <p>Welcome to our third and final installment dedicated to those pesky maximize / minimize quant problems. If you haven’t yet reviewed the earlier installments, <a href="https://www.manhattanprep.com/gmat/blog/2015/01/20/tackling-maxmin-statistics-gmat-part-1/">start with part 1</a> and work your way back up to this post.</p> <p>I’d originally intended to do just a two-part series, but I found another GMATPrep® problem (from the free tests) covering this topic, so here you go:</p> <p style="padding-left: 30px">“A set of 15 different integers has a median of 25 and a range of 25. What is the greatest possible integer that could be in this set?</p> <p style="padding-left: 30px;text-align: center">“(A) 32</p> <p style="padding-left: 30px;text-align: center">“(B) 37</p> <p style="padding-left: 30px;text-align: center">“(C) 40</p> <p style="padding-left: 30px;text-align: center">“(D) 43</p> <p style="padding-left: 30px;text-align: center">“(E) 50”</p> <p>Here’s the general process for answering quant questions—a process designed to make sure that you <em>understand</em> what’s going on and come up with the best <em>plan</em> before you dive in and <em>solve</em>:</p> <p><img decoding="async" loading="lazy" class="aligncenter size-full wp-image-8453" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/02/gmat1.png" alt="gmat1" width="235" height="189" /></p> <p>Fifteen integers…that’s a little annoying because I don’t literally want to draw 15 blanks for 15 numbers. How can I shortcut this while still making sure that I’m not missing anything or causing myself to make a careless mistake?</p> <p>Hmm. I could just work backwards: start from the answers and see what works. In this case, I’d want to start with answer (E), 50, since the problem asks for the greatest possible integer.<br /> <span id="more-9237"></span></p> <p>I could also use a similar process to the one discussed in the last installment of this series, but I’d shortcut the process a bit by not actually drawing out all 15 blanks.</p> <p>On the real test, you generally only have time to try one solution method, so try these both out now to see what you think would work best for you on the test. I’ll show both solution methods below.</p> <h3>Working Backwards</h3> <p>Ordinarily, you’d start with answer (B) or (D) when working backwards from the answer choices. In this case, though, the problem asks for the greatest possible value, so start with the largest answer choice.</p> <table> <tbody> <tr> <td width="73"></td> <td width="90"><strong>median</strong></td> <td width="148"><strong>smallest number (- 25)</strong></td> <td width="148"><strong>smallest to largest</strong></td> </tr> <tr> <td width="73">(E) 50</td> <td width="90">25</td> <td width="148">50 – 25 = 25</td> <td width="148">25 to 50</td> </tr> </tbody> </table> <p>The problem specified that the 15 numbers are all <em>different</em>. If that’s the case, then 25 can’t be both the smallest number and the median, or middle, number in the set. Eliminate answer (E) and try (D) next.</p> <table> <tbody> <tr> <td width="73"></td> <td width="90"><strong>median</strong></td> <td width="148"><strong>smallest number (- 25)</strong></td> <td width="148"><strong>smallest to largest</strong></td> </tr> <tr> <td width="73"><span style="text-decoration: line-through">(E) 50</span></td> <td width="90">25</td> <td width="148">50 – 25 = 25</td> <td width="148">25 to 50</td> </tr> <tr> <td width="73">(D) 43</td> <td width="90">25</td> <td width="148">43 – 25 = 18</td> <td width="148">18 to 43</td> </tr> </tbody> </table> <p>Can you make 25 the median? List it out. If there are 15 numbers, then 25 should be right in the middle, at position #8. There need to be 7 numbers smaller than 25.</p> <p style="padding-left: 30px">18, 19, 20, 21, 22, 23, 24</p> <p>Bingo! There are 7 different numbers all less than 25, so #8 can be 25. There are then another 7 numbers on the other side, the last of which has to be 43 (since the largest number has to be 25 more than the smallest number, 18).</p> <p><strong>The correct answer is (D).</strong></p> <h3>Do the Algebra</h3> <p>Here’s how to answer the question the way we did last week, by “logic-ing” it out via algebra. First, you need to draw out what’s going on, but in some nicer way than drawing out 15 little lines. Here’s what I came up with:</p> <p><img decoding="async" loading="lazy" class="aligncenter size-full wp-image-8454" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/02/gmat2.png" alt="gmat2" width="407" height="59" /></p> <p>Next, the range is 25, so the difference between the largest and the smallest is 25. Set the largest to be <em>x</em> (since that’s what they asked for) and the smallest to <em>x</em> – 25:</p> <p><img decoding="async" loading="lazy" class="aligncenter size-full wp-image-8455" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/02/gmat3.png" alt="gmat3" width="414" height="64" /></p> <p>In order to maximize <em>x</em>, what do you need to do to the other numbers?</p> <p>In order to maximize <em>x</em>, you need to maximize <em>x</em> – 25 while still allowing it to be the first integer in a series of different integers with a median of 25. In other words, count down from 25, in position #8, to the largest number that you could put in position #1:</p> <p><img decoding="async" loading="lazy" class="aligncenter size-full wp-image-8456" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/02/gmat4.png" alt="gmat4" width="284" height="65" /></p> <p>If you feel comfortable counting this out on your fingers, feel free. I think I’d be at least somewhat likely to make a careless error doing that, so I’d probably write out the bottom half (the 8 down to 1) and the first number (25). From there, I’d probably just count it in my head while pointing to each blank.</p> <p>Okay, so the first one is 18 = <em>x</em> – 25, so <em>x</em> = 18 + 25 = 43. Done!</p> <p><strong>The correct answer is (D).</strong></p> <h3>Key Takeaways for Max/Min Problems:</h3> <p><strong>(1) Figure out what variables are “in play”</strong>: what can you manipulate in the problem? Some of those variables will need to be maximized and some minimized in order to get to the desired answer. Figure out which is which at each step along the way.</p> <p><strong>(2) Don’t forget to consider other strategies, such as working backwards, when appropriate</strong>. On this one, I’d argue that working backwards may be easier than going through the max/min steps (at least, it was for me), because the problem dealt with integers and the answer choices weren’t horrible numbers. It was a little lucky that we only had to try two answers, but it wouldn’t have taken that much longer to try the others.</p> <p><strong>(3) Did you make a mistake—maximize when you should have minimized or vice versa?</strong> Go through the logic again, step by step, to figure out where you were led astray and why you should have done the opposite of what you did. (This is a good process in general whenever you make a mistake: figure out why you made the mistake you made, as well as how to do the work correctly next time.)</p> <p>* GMATPrep® questions courtesy of the Graduate Management Admissions Council. Usage of this question does not imply endorsement by GMAC.</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/tackling-maxmin-statistics-gmat-part-3-2/">Tackling Max/Min Statistics on the GMAT (part 3)</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></content:encoded> </item> <item> <title>How to Infer on the GMAT</title> <link>https://www.manhattanprep.com/gmat/blog/infer-gmat/</link> <dc:creator><![CDATA[Stacey Koprince]]></dc:creator> <pubDate>Wed, 11 Feb 2015 17:22:58 +0000</pubDate> <category><![CDATA[Critical Reasoning]]></category> <category><![CDATA[Reading Comprehension]]></category> <category><![CDATA[Verbal]]></category> <category><![CDATA[b-school]]></category> <category><![CDATA[business school]]></category> <category><![CDATA[GMAT]]></category> <category><![CDATA[gmat strategy]]></category> <category><![CDATA[GMAT Verbal]]></category> <category><![CDATA[Graduate Management Admission Test]]></category> <category><![CDATA[how to study]]></category> <category><![CDATA[Manhattan GMAT]]></category> <category><![CDATA[Strategy]]></category> <category><![CDATA[study plan]]></category> <category><![CDATA[study tips]]></category> <category><![CDATA[Tips]]></category> <category><![CDATA[verbal]]></category> <guid isPermaLink="false">http://www.manhattanprep.com/gmat/?p=8433</guid> <description><![CDATA[<p>We’re going to kill two birds with one stone in this week’s article. Inference questions pop up on both Critical Reasoning (CR) and Reading Comprehension (RC), so you definitely want to master these. Good news: the kind of thinking the test-writers want is the same for both question types. Learn how to do Inference questions […]</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/infer-gmat/">How to Infer on the GMAT</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></description> <content:encoded><![CDATA[<p><img decoding="async" loading="lazy" class="alignleft wp-image-8450" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/02/2-11-science.png" alt="2-11-Science" width="375" height="375" />We’re going to kill two birds with one stone in this week’s article.</p> <p>Inference questions pop up on both Critical Reasoning (CR) and Reading Comprehension (RC), so you definitely want to master these. Good news: the kind of thinking the test-writers want is the same for both question types. Learn how to do Inference questions on one type and you’ll know what you need to do for the other!</p> <p>That’s actually only one bird. Here’s the second: both CR and RC can give you science-based text, and that science-y text can get pretty confusing. How can you avoid getting sucked into the technical detail, yet still be able to answer the question asked? Read on.</p> <p>Try this GMATPrep® CR problem out (it’s from the free practice tests) and then we’ll talk about it. Give yourself about 2 minutes (though it’s okay to stretch to 2.5 minutes on a CR <em>as long as you are making progress</em>.)</p> <p style="padding-left: 30px">“Increases in the level of high-density lipoprotein (HDL) in the human bloodstream lower bloodstream cholesterol levels by increasing the body’s capacity to rid itself of excess cholesterol. Levels of HDL in the bloodstream of some individuals are significantly increased by a program of regular exercise and weight reduction.</p> <p style="padding-left: 30px">“Which of the following can be correctly inferred from the statements above?</p> <p style="padding-left: 30px">“(A) Individuals who are underweight do not run any risk of developing high levels of cholesterol in the bloodstream.</p> <p style="padding-left: 30px">“(B) Individuals who do not exercise regularly have a high risk of developing high levels of cholesterol in the bloodstream late in life.</p> <p style="padding-left: 30px">“(C) Exercise and weight reduction are the most effective methods of lowering bloodstream cholesterol levels in humans.</p> <p style="padding-left: 30px">“(D) A program of regular exercise and weight reduction lowers cholesterol levels in the bloodstream of some individuals.</p> <p style="padding-left: 30px">“(E) Only regular exercise is necessary to decrease cholesterol levels in the bloodstream of individuals of average weight.”</p> <p>Got an answer? (If not, pick one anyway. Pretend it’s the real test and just make a guess.) Before we dive into the solution, let’s talk a little bit about what Inference questions are asking us to do.</p> <p>Inference questions are sometimes also called Draw a Conclusion questions. I don’t like that title, though, because it can be misleading. Think about a typical CR argument: they usually include a conclusion that is…well…not a solid conclusion. There are holes in the argument, and then they ask you to Strengthen it or Weaken it or something like that.<br /> <span id="more-9236"></span></p> <p>When the test writers asks you to infer something, they are not asking you to draw that kind of conclusion. They’re not even asking you to infer in the way that we normally use that word in the real world. Rather, they are asking you to deduce <em>something that must be true</em> according to the available information in the argument or passage.</p> <p>Cats are my favorite type of pet. What can you infer from that statement?</p> <p>In the real world, you might think that I have a cat, or that I’ll play with or pet your cat if I come over to your place, or that if you asked me to choose between a free pet cat and a free pet lizard, I would obviously choose the cat.</p> <p>There’s just one little problem. I’m seriously allergic to cats. So, while those scenarios might be generally likely for someone who says that cats are her favorite type of pet, not one of the scenarios has to be true.</p> <p>What does have to be true? I don’t like dogs as pets better than I like cats as pets. (To all my dog-lover readers: I do like dogs. They just require more care. And anyway, I’m allergic to both, so the point is moot for me. J)</p> <p>It also must be true that I am familiar with at least one other type of pet; otherwise, I couldn’t make the judgment call to say that cats are my <em>favorite</em> type of pet.</p> <p>This, then, is what we need to find among the answer choices: something that must, unequivocally, be true according to the evidence they gave us in the argument or passage.</p> <p>Okay, ready to talk about the problem?</p> <h3>Step 1: Identify the Question</h3> <p>What kind of question type is it? The word <em>inferred</em> is the giveaway: this is an Inference question type. They may also use language like (emphasis added):</p> <p style="padding-left: 30px">Which of the following <em>assertions</em> is most strongly supported by the evidence above?</p> <p style="padding-left: 30px">Which of the following <em>conclusions</em> can most properly be drawn from the information above?</p> <p>Once you know the question type, you also know that the argument will contain only premises, no conclusion, and your task will be to deduce something that must be true from that information.</p> <h3>Step 2: Deconstruct the Argument</h3> <p>Okay, now let’s tackle the crazy technical language of the argument.</p> <p>Here’s what I thought and wrote while I did the problem. Your own thought process won’t be exactly the same as mine and, of course, your notes will probably look quite different, since we all have our own ways of abbreviating things. (Note: Inf = inference.)</p> <p><img decoding="async" loading="lazy" class="aligncenter size-full wp-image-8446" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/02/chart01.png" alt="chart01" width="596" height="483" /></p> <p><img decoding="async" loading="lazy" class="aligncenter size-full wp-image-8440" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/02/cahrt3.png" alt="cahrt3" width="593" height="404" /></p> <p>Okay, maybe I should motivate to exercise more. But right now I have to finish this GMAT problem. <img src="https://s.w.org/images/core/emoji/14.0.0/72x72/1f642.png" alt="🙂" class="wp-smiley" style="height: 1em; max-height: 1em;" /></p> <h3>Step 3: State the Goal</h3> <p>The goal on Inference questions is to deduce something that must be true from the given information. It’s not necessary to use all of the given information. It’s only necessary to avoid going beyond the given information.</p> <h3>Work from Wrong to Right</h3> <p>As I work through the answers, I keep track of my thoughts on my scrap paper, either crossing letters off or giving them little ~ symbols if I’m going to keep them in and come back to them later.</p> <p><img decoding="async" loading="lazy" class="aligncenter size-full wp-image-8444" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/02/chart4.png" alt="chart4" width="519" height="498" /></p> <p>Okay, I need to compare (B) and (D).</p> <p style="padding-left: 30px">“(B) Individuals who do not exercise regularly have a high risk of developing high levels of cholesterol in the bloodstream late in life.”</p> <p style="padding-left: 30px">“(D) A program of regular exercise and weight reduction lowers cholesterol levels in the bloodstream of some individuals.”</p> <p>They both match a lot of the language in the passage, but when I re-read carefully, I noticed an extra detail in answer (B): “late in life.”</p> <p>The argument doesn’t say anything about when this stuff happens: when we’re young, middle-aged, old. I could imagine that people have higher risk later in life…but that’s the same as you imagining that I would play with your cat, since I like cats so much. It might be true, but it doesn’t have to be true.</p> <p>Answer (D), on the other hand, doesn’t go beyond the scope of the argument at all. In fact, it matches the final chain we put together for the argument: I go to the gym and lose weight, that raises my HDL, and that lowers my cholesterol. Yay! Note also that this answer choice is very middle-of-the-road: it claims that this will work only for “some individuals,” which is exactly what the argument says.</p> <p><strong>The correct answer is (D).</strong></p> <p>Looking for more practice on Inference questions? Here’s another <a href="//www.manhattanprep.com/gmat/blog/2012/03/22/tackling-a-gmatprep-critical-reasoning-inference-problem/">CR Inference problem</a>. If you’d like to try some RC, check out <a href="https://www.manhattangmat.com/blog/2013/08/12/the-master-resource-list-for-reading-comprehension/">this compilation article on all RC question types</a>.</p> <h3>Take-aways for Inference and science-y questions:</h3> <p>(1) Your goal on an inference question is to deduce something that must be true given the evidence in the argument or passage. Don’t go beyond what the text says and don’t make a “real-world” inference (something that could be true but doesn’t have to be true).</p> <p>(2) Ignore the science! Well, no, you can’t ignore it entirely. But you can ignore some of it. Start by using your SC skills to look at just the basic sentence: the subject and the verb. Then start adding in the extra info, piece by piece.</p> <p>(3) Did you notice that we never had to go back to that last part of the first sentence, exactly how the body’s cholesterol levels are lowered? Sometimes, you can ignore some of the technical info forever. If possible, just try to understand <em>why</em> it’s there, not necessarily <em>what</em> it’s actually saying, so that you’ll know later whether you need to come back to it. (In this case, I knew that it was trying to explain why cholesterol levels went down. But I never needed that info!)</p> <p> </p> <p>* GMATPrep® questions courtesy of the Graduate Management Admissions Council. Usage of this question does not imply endorsement by GMAC.</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/infer-gmat/">How to Infer on the GMAT</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></content:encoded> </item> <item> <title>Tackling Max/Min Statistics on the GMAT (Part 2)</title> <link>https://www.manhattanprep.com/gmat/blog/tackling-maxmin-statistics-gmat-part-2/</link> <dc:creator><![CDATA[Stacey Koprince]]></dc:creator> <pubDate>Mon, 09 Feb 2015 21:43:47 +0000</pubDate> <category><![CDATA[How to Study]]></category> <category><![CDATA[Problem Solving]]></category> <category><![CDATA[Quant]]></category> <category><![CDATA[business school]]></category> <category><![CDATA[GMAT Max Min]]></category> <category><![CDATA[gmat quant]]></category> <category><![CDATA[gmat strategy]]></category> <category><![CDATA[Graduate Management Admission Test]]></category> <category><![CDATA[how to study]]></category> <category><![CDATA[Manhattan GMAT]]></category> <category><![CDATA[statistics]]></category> <category><![CDATA[Strategy]]></category> <category><![CDATA[study tips]]></category> <category><![CDATA[Tips]]></category> <guid isPermaLink="false">http://www.manhattanprep.com/gmat/?p=8417</guid> <description><![CDATA[<p>Last time, we discussed two GMATPrep® problems that simultaneously tested statistics and the concept of maximizing or minimizing a value. The GMAT could ask you to maximize or minimize just about anything, so the latter skill crosses many topics. Learn how to handle the nuances on these statistics problems and you’ll learn how to handle […]</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/tackling-maxmin-statistics-gmat-part-2/">Tackling Max/Min Statistics on the GMAT (Part 2)</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></description> <content:encoded><![CDATA[<p><img decoding="async" loading="lazy" class="alignleft wp-image-8430" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/02/min.png" alt="min" width="375" height="375" />Last time, we discussed two GMATPrep® problems that simultaneously tested <a href="https://www.manhattanprep.com/gmat/blog/2015/01/20/tackling-maxmin-statistics-gmat-part-1/">statistics and the concept of maximizing or minimizing a value</a>. The GMAT could ask you to maximize or minimize just about anything, so the latter skill crosses many topics. Learn how to handle the nuances on these statistics problems and you’ll learn how to handle any max/min problem they might throw at you.</p> <p>Feel comfortable with the two problems from the first part of this article? Then let’s kick it up a notch! The problem below was written by us (Manhattan Prep) and it’s complicated—possibly harder than anything you’ll see on the real GMAT. This problem, then, is for those who are looking for a really high quant score—or who subscribe to the philosophy that mastery includes trying stuff that’s harder than what you might see on the real test, so that you’re ready for anything.</p> <p>Ready? Here you go:</p> <p style="padding-left: 30px">“Both the average (arithmetic mean) and the median of a set of 7 numbers equal 20. If the smallest number in the set is 5 less than half the largest number, what is the largest possible number in the set?</p> <p style="padding-left: 30px">“(A) 40</p> <p style="padding-left: 30px">“(B) 38</p> <p style="padding-left: 30px">“(C) 33</p> <p style="padding-left: 30px">“(D) 32</p> <p style="padding-left: 30px">“(E) 30”</p> <p> </p> <p>Out of the letters A through E, which one is your favorite?</p> <p>You may be thinking, “Huh? What a weird question. I don’t have a favorite.”</p> <p>I don’t have one in the real world either, but I do for the GMAT, and you should, too. When you get stuck, you’re going to need to be able to let go, guess, and move on. If you haven’t been able to narrow down the answers at all, then you’ll have to make a random guess—in which case, you want to have your favorite letter ready to go.</p> <p>If you have to think about what your favorite letter is, then you don’t have one yet. Pick it right now.</p> <p>I’m serious. I’m not going to continue until you pick your favorite letter. Got it?</p> <p>From now on, when you realize that you’re lost and you need to let go, pick your favorite letter <em>immediately</em> and move on. Don’t even think about it.<br /> <span id="more-9235"></span></p> <p>(This assumes, of course, that your favorite letter is still in the mix. If you were able to narrow down the answers, and you crossed off your favorite letter, then obviously don’t pick that one!)</p> <p>Okay, let’s solve this thing. What did you do first?</p> <p><img decoding="async" loading="lazy" class="aligncenter size-full wp-image-8420" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/02/gmat1.png" alt="GMAT" width="247" height="183" /></p> <p>I glanced at the beginning of the text and saw that it said average (arithmetic mean). I then glanced down to the answers to see how precise I was going to have to be with calculations. The answers are very close together, so estimation isn’t going to work. I’m going to have to do real math.</p> <p>Okay, time to read the problem and jot down the given info.</p> <p><img decoding="async" loading="lazy" class="aligncenter size-full wp-image-8425" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/02/avg.png" alt="avg" width="354" height="104" /></p> <p>Because the problem gives the median, arrange the numbers in order from smallest to largest (this is a general requirement whenever calculating or displaying a median).</p> <p>Hmm. That second sentence of the problem is going to take some work. It’s a relationship between the first and last number…but I don’t know the actual value of either one.</p> <p>Time to set a variable: let’s call something <em>x</em>. My natural inclination would be to call the smallest number <em>x</em>, but I’ve learned to ask myself one important question before arbitrarily assigning that variable: what am I trying to find?</p> <p>In this case, they asked for the largest possible number, so it’s better to call the last number <em>x</em>. That way, I’ll be solving for the thing that they want; I’m less likely to make a mistake and accidentally solve for <em>x</em> = the smallest number.</p> <p>If the largest number is <em>x</em>, then the smallest is (1/2)<em>x</em> – 5:</p> <p><img decoding="async" loading="lazy" class="aligncenter size-full wp-image-8426" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/02/first.png" alt="first" width="372" height="86" /></p> <p> </p> <p>What next? If the average is 20 and there are 7 numbers, then the sum must be (Average)(number of terms) = (20)(7) = 140.</p> <p>Pause for a moment and look at everything you’ve got. What’s the best plan from here?</p> <p><img decoding="async" loading="lazy" class="aligncenter size-full wp-image-8422" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/02/gmat2.png" alt="GMAT" width="228" height="178" /></p> <p>They want to maximize the largest number, that <em>x</em>. Only one number is set, the middle one (20). All 7 numbers have to add up to 140.</p> <p>So what needs to happen in order to make <em>x</em> as large as possible?</p> <p>Since the sum is fixed, the first 6 numbers need to be minimized in order to get the last number to be as large as possible. This step is the key to all max/min problems: figure out what you can influence and either maximize or minimize (as needed) to get to the desired outcome.</p> <p>Look back at your notes to remind yourself of the restrictions. The fifth and sixth numbers cannot be less than the median of 20. They could equal the median, though, so set these values to 20:</p> <p><img decoding="async" loading="lazy" class="aligncenter size-full wp-image-8428" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/02/last.png" alt="last" width="344" height="71" /></p> <p> </p> <p>That leaves a sum of 140 – 20(3) = 80 for the remaining 4 numbers.</p> <p>Now, what about the second and third values? Again, they can’t be smaller than the first one, but they could equal it. Set all three equal to (1/2)<em>x</em> – 5.</p> <p>Check it out: you now have a way to express each of the remaining four numbers in terms of that single variable <em>x</em>. Time to set up an equation and solve!</p> <p><img decoding="async" loading="lazy" class="aligncenter wp-image-8418 size-full" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/02/gmat.png" alt="GMAT" width="162" height="212" /></p> <p>The largest possible number in the set is 38.</p> <p>The correct answer is (B).</p> <p>I originally intended this to be a 2-part series, but I just found another GMATPrep max / min problem, so join me next time for another look at this topic!</p> <h3>Key Takeaways for Max/Min Problems:</h3> <p>(1) Figure out what variables are “in play”: what can you manipulate in the problem? Some of those variables will need to be maximized and some minimized in order to get to the desired answer. Figure out which is which at each step along the way.</p> <p>(2) You’ll need to know your math concepts in order to figure out clever ways to maximize and minimize. In the case of a set of numbers for which the median is specified, that set has to be laid out from smallest to largest—that’s a requirement for median problems. Once that’s done, you now have restrictions for the different numbers: each one has to be greater than or equal to the number just before it (to the left). It also has to be smaller than or equal to the number after (the one to the right). These restrictions are key in helping you determine how to maximize or minimize one particular number in the set.</p> <p>(3) Did you make a mistake—maximize when you should have minimized or vice versa? Go through the logic again, step by step, to figure out where you were led astray and why you should have done the opposite of what you did. (This is a good process in general whenever you make a mistake: figure out why you made the mistake you made, as well as how to do the work correctly next time.)</p> <p> </p> <p>* Copyright Manhattan Prep. Question cannot be distributed or posted elsewhere without permission.</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/tackling-maxmin-statistics-gmat-part-2/">Tackling Max/Min Statistics on the GMAT (Part 2)</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></content:encoded> </item> <item> <title>GMAT, LSAT, and GRE Instructor Auditions: Decision In A Day</title> <link>https://www.manhattanprep.com/gmat/blog/gmat-lsat-gre-instructor-auditions-decision-day-2/</link> <dc:creator><![CDATA[Manhattan Prep]]></dc:creator> <pubDate>Wed, 07 Jan 2015 20:46:21 +0000</pubDate> <category><![CDATA[MGMAT News]]></category> <category><![CDATA[News]]></category> <category><![CDATA[careers]]></category> <category><![CDATA[education]]></category> <category><![CDATA[GMAT Teacher]]></category> <category><![CDATA[instructor position]]></category> <category><![CDATA[jobs]]></category> <category><![CDATA[Manhattan GMAT]]></category> <category><![CDATA[news]]></category> <category><![CDATA[teaching]]></category> <category><![CDATA[teaching position]]></category> <guid isPermaLink="false">http://www.manhattanprep.com/gmat/?p=8224</guid> <description><![CDATA[<p>Manhattan Prep is holding a two one-day auditions for new GMAT, GRE, and LSAT instructors in Dallas and Fort Worth! Come join us February 7th in Dallas or February 8th in Fort Worth at 10:00 AM and transform your passion for teaching into a lucrative and fulfilling part-time or full-time career. Manhattan Prep offers instructors flexible hours and great […]</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/gmat-lsat-gre-instructor-auditions-decision-day-2/">GMAT, LSAT, and GRE Instructor Auditions: Decision In A Day</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></description> <content:encoded><![CDATA[<p><img decoding="async" loading="lazy" class="aligncenter size-full wp-image-8243" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/01/decision.png" alt="Decision" width="540" height="264" srcset="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/01/decision.png 540w, https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/01/decision-300x146.png 300w" sizes="(max-width: 540px) 100vw, 540px" /></p> <p>Manhattan Prep is holding a two one-day auditions for new GMAT, GRE, and LSAT instructors in Dallas and Fort Worth! Come join us <strong>February 7<sup>th</sup> in Dallas or February 8<sup>th</sup> in Fort Worth </strong>at 10:00 AM and transform your passion for teaching into a lucrative and fulfilling part-time or full-time career.</p> <p>Manhattan Prep offers instructors flexible hours and great pay (<strong>$100/hour for all teaching and $116/hour on all tutoring</strong>). In addition to teaching classes, instructors can work on other projects such as curriculum development.</p> <p>Our regular instructor audition process, which includes a series of video, online, and in-person mock lessons, usually takes weeks, even months, to complete. However, we are offering one-day events on February 7<sup>th</sup> and on 8<sup>th</sup> for teachers interested in working with us. <strong>All c</strong><strong>andidates who attend will receive a decision</strong><strong> </strong><em><strong>that day.</strong></em></p> <p>The events will take place in Dallas and Fort Worth at the locations listed below. It is open to candidates who live in the area, who have teaching experience, and who are GMAT, LSAT, or GRE experts.</p> <p>The audition will include several rounds of lessons, as well as other activities. Each round will be pass/ fail. The day will begin at 10 AM and may last as late as 5:30 PM for those who make it to the final round. Candidates will need to prepare lessons for some rounds; we will send a more detailed instruction packet to those who sign up for the event.</p> <p style="text-align: center"><span style="color: #993366"><em><strong>Dallas, TX (Saturday, February 7, 2015)</strong></em></span></p> <p style="text-align: center">Meridian Business Center<br /> 3010 LBJ Freeway, Suite 1200<br /> Dallas, TX 75234<br /> <span style="color: #993366"> </span></p> <p style="text-align: center"><span style="color: #993366"><em><strong>Fort Worth, TX (Sunday, February 8, 2015)</strong></em></span></p> <p style="text-align: center">Courtyard Fort Worth at University<br /> 3150 Riverfront Drive<br /> Fort Worth, TX 76107</p> <p><strong>To register, please email Rina at </strong><a href="mailto:auditions@manhattanprep.com"><strong>auditions@manhattanprep.com</strong></a><strong>. Make sure to include in your full name, an attachment of your resume detailing your teaching experience, and an official GRE, GMAT, or LSAT score report.</strong> We look forward to meeting you in February!</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/gmat-lsat-gre-instructor-auditions-decision-day-2/">GMAT, LSAT, and GRE Instructor Auditions: Decision In A Day</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></content:encoded> </item> <item> <title>GMAT Sentence Correction: How To Find the Core Sentence (Part 1)</title> <link>https://www.manhattanprep.com/gmat/blog/gmat-sentence-correction-find-core-sentence-part-1/</link> <dc:creator><![CDATA[Stacey Koprince]]></dc:creator> <pubDate>Fri, 02 Jan 2015 10:20:09 +0000</pubDate> <category><![CDATA[Sentence Correction]]></category> <category><![CDATA[Verbal]]></category> <category><![CDATA[b-school]]></category> <category><![CDATA[GMAT]]></category> <category><![CDATA[GMAT Verbal]]></category> <category><![CDATA[graduate management admissions test]]></category> <category><![CDATA[Manhattan GMAT]]></category> <category><![CDATA[MBA]]></category> <category><![CDATA[study tips]]></category> <category><![CDATA[verbal]]></category> <guid isPermaLink="false">http://www.manhattanprep.com/gmat/?p=8095</guid> <description><![CDATA[<p>Recently, I was discussing sentence structure with one of my classes and we practiced a crucial but difficult GMAT skill: how to strip an SC sentence to its core components. Multiple OG problems can be solved just by eliminating faulty sentence cores—and the real GMAT is testing this skill today more than we see in […]</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/gmat-sentence-correction-find-core-sentence-part-1/">GMAT Sentence Correction: How To Find the Core Sentence (Part 1)</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></description> <content:encoded><![CDATA[<p><img decoding="async" loading="lazy" class="alignleft wp-image-8101" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/12/modifier.png" alt="modifier" width="375" height="375" srcset="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/12/modifier.png 504w, https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/12/modifier-150x150.png 150w, https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/12/modifier-300x300.png 300w" sizes="(max-width: 375px) 100vw, 375px" />Recently, I was discussing sentence structure with one of my classes and we practiced a crucial but difficult GMAT skill: how to strip an SC sentence to its core components. Multiple OG problems can be solved just by eliminating faulty sentence cores—and the real GMAT is testing this skill today more than we see in the published materials.</p> <p>So I’m going to write a series of articles on just this topic; welcome to part 1 (and props to my Wednesday evening GMAT Fall AA class for inspiring this series!).</p> <p>Try out this GMATPrep® problem from the free exams. (Note: in the solution, I’m going to discuss aspects of <a href="//tinyurl.com/scprocess">our SC Process</a>; if you haven’t learned it already, go read about it right now, then come back and try this problem.)</p> <p>* “With surface temperatures estimated at minus 230 degrees Fahrenheit, Jupiter’s moon <span style="text-decoration: underline">Europa has long been considered far too cold to support life, and with</span> 60 square miles of water thought to be frozen from top to bottom.</p> <p>“(A) Europa has long been considered far too cold to support life, and with</p> <p>“(B) Europa has long been considered far too cold to support life, its</p> <p>“(C) Europa has long been considered as far too cold to support life and has</p> <p>“(D) Europa, long considered as far too cold to support life, and its</p> <p>“(E) Europa, long considered to be far too cold to support life, and to have”</p> <p>The First Glance does help on this one, but only if you have studied sentence structure explicitly. Before I did so, I used to think: “Oh, they started with Europa because they added a comma in some answers, but that doesn’t really tell me anything.”</p> <p>But I’ve learned better! What is that comma replacing? Check it out: the first three answers all have a verb following Europa. The final two don’t; that is, the verb disappears. That immediately makes me suspect sentence structure, because a sentence does have to have a verb. If you remove the main verb from one location, you have to put one in someplace else. I’ll be watching out for that when I read the sentence.</p> <p>And now it’s time to do just that. As I read the sentence, I strip it down to what we call the “sentence core” in my mind. It took me a long time to develop this skill. I’ll show you the result, first, and then I’ll tell you how I learned to do it.</p> <p>The “sentence core” refers to the stuff that has to be there in order to have a complete sentence. Everything else is “extra”: it may be important later, but right now, I’m ignoring it.</p> <p><img decoding="async" loading="lazy" class="aligncenter wp-image-8096 size-large" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/12/modifier-1024x195.png" alt="modifier" width="1024" height="195" srcset="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/12/modifier-1024x195.png 1024w, https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/12/modifier-300x57.png 300w, https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/12/modifier.png 2046w" sizes="(max-width: 1024px) 100vw, 1024px" /></p> <p>I greyed out the portions that are not part of the core. How does the sentence look to you?</p> <p>Notice something weird: I didn’t just strip it down to a completely correct sentence. There’s something wrong with the core. In other words, the goal is not to create a correct sentence; rather, you’re using certain rules to strip to the core even when that core is incorrect.</p> <p>Using this skill requires you to develop two abilities: the ability to tell what is core vs. extra <em>and</em> the ability to keep things that are wrong, despite the fact that they’ll make your core sound funny. The core of the sentence above is:</p> <p>Europa has long been considered too cold to support life, and.</p> <p>Clearly, that’s not a good sentence! So why did I strip out what I stripped out, and yet leave that “comma and” in there? Here was my thought process:</p> <table> <tbody> <tr> <td width="295"><strong>Text of sentence</strong></td> <td width="295"><strong>My thoughts:</strong></td> </tr> <tr> <td width="295">“With…”</td> <td width="295">Preposition. Introduces a modifier. Can’t be the core.</td> </tr> <tr> <td width="295">“<em>With</em> surface temperatures <em>estimated</em> <em>at</em> minus 230 degrees Fahrenheit,”</td> <td width="295">Each word I’ve italicized introduces a new noun modifier. Nothing here is a subject or main verb. *</td> </tr> <tr> <td width="295">“Jupiter’s moon Europa”</td> <td width="295">The main noun is Europa; ignore the earlier words.</td> </tr> <tr> <td width="295">“Europa has long been considered far too cold to support life,”</td> <td width="295">That’s a complete sentence. Yay.</td> </tr> <tr> <td width="295">“, and”</td> <td width="295">A complete sentence followed by “comma and”? I’m expecting another complete sentence to follow. **</td> </tr> <tr> <td width="295">“<em>with</em> 60 square miles <em>of</em> water <em>thought</em> to be frozen <em>from</em> top <em>to</em> bottom.”</td> <td width="295">Same deal as the beginning of the sentence! Each word I’ve italicized introduces a new modifier. Nothing here that can function as a subject or main verb.</td> </tr> </tbody> </table> <p> </p> <p>* Why isn’t <em>estimated</em> a verb?</p> <p><em>Estimated</em> is a past participle and can be part of a verb form, but you can’t say “Temperatures estimated at minus 230 degrees Fahrenheit.” You’d have to say “Temperatures <em>are</em> estimated at…” (Note: you could say “She estimated her commute to be 45 minutes from door to door.” In other words, <em>estimated</em> by itself can be the main verb of a sentence. In my example, though, the subject is actually doing the estimating. In the GMATPrep problem above, the <em>temperatures</em> can’t estimate anything!)</p> <p>** Why is it that I expected another complete sentence to follow the “comma and”?</p> <p>The word <em>and</em> is a parallelism marker; it signals that two parts of the sentence need to be made parallel. When you have one complete sentence, and you follow that with “comma and,” you need to set up another complete sentence to be parallel to that first complete sentence.</p> <p>For example:</p> <p>She studied all day, and she went to dinner with friends that night.</p> <p>The portion before the <em>and</em> is a complete sentence, as is the portion after the <em>and</em>.</p> <p>(Note: the word <em>and</em> can connect other things besides two complete sentences. It can connect other segments of a sentence as well, such as: <em>She likes to eat pizza, pasta, and steak</em>. In this case, although there is a “comma and” in the sentence, the part before the comma is not a complete sentence by itself. Rather, it is the start of a list.)</p> <p>Okay, so my core is:</p> <p>Europa has long been considered too cold to support life, and.</p> <p>And that’s incorrect. Eliminate answer (A). Either that <em>and</em> needs to go away or, if it stays, I need to have a second complete sentence. Since you know the sentence core is at issue here, check the cores using the other answer choices:</p> <p><img decoding="async" loading="lazy" class="aligncenter size-large wp-image-8098" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/12/modifier1-1024x223.png" alt="modifier" width="1024" height="223" srcset="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/12/modifier1-1024x223.png 1024w, https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/12/modifier1-300x65.png 300w, https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/12/modifier1.png 1694w" sizes="(max-width: 1024px) 100vw, 1024px" /></p> <p>Here are the cores written out:</p> <p>“(B) Europa has long been considered too cold to support life.</p> <p>“(C) Europa has long been considered as too cold to support life and has 60 square miles of water.</p> <p>“(D) Europa and its 60 square miles of water.</p> <p>“(E) Europa.”</p> <p>(On the real test, you wouldn’t have time to write that out, but you may want to in practice in order to build expertise with this technique.)</p> <p>Answers (D) and (E) don’t even have main verbs! Eliminate both. Answers (B) and (C) both contain complete sentences, but there’s something else wrong with one of them. Did you spot it?</p> <p>The correct idiom is <em>consider X Y</em>: I consider her intelligent. There are some rare circumstances in which you can use <em>consider as</em>, but on the GMAT, go with <em>consider X Y</em>. Answers (C), (D), and (E) all use incorrect forms of the idiom.</p> <p>Answer (C) also loses some meaning. The second piece of information, about the water, is meant to emphasize the fact that the moon is very cold. When you separate the two pieces of information with an <em>and</em>, however, they appear to be unrelated (except that they’re both facts about Europa): the moon is too cold to support life and, by the way, it also has a lot of frozen water. Still, that’s something of a judgment call; the idiom is definitive.</p> <p>The correct answer is (B).</p> <p>Go get some practice with this and <a href="https://www.manhattanprep.com/gmat/blog/2015/01/05/gmat-sentence-correction-find-core-sentence-part-2-2/">join me next time, when we’ll try another GMATPrep problem</a> and talk about some additional aspects of this technique.</p> <h3>Key Takeaways: Strip the sentence to the Core</h3> <p>(1) Generally, this is a process of elimination: you’re removing the things that cannot be part of the core sentence. With rare exceptions, prepositional phrases typically aren’t part of the core. I left the prepositional phrase <em>of water</em> in answers (C) and (D) because <em>60 square miles</em> by itself doesn’t make any sense. In any case, prepositional phrases never contain the subject of the sentence.</p> <p>(2) Other non-core-sentence clues: phrases or clauses set off by two commas, relative pronouns such as <em>which</em> and <em>who</em>, comma + -ed or comma + ing modifiers, -ed or –ing words that cannot function as the main verb (try them in a simple sentence with the same subject from the SC problem, as I did with <em>temperatures estimated</em>…)</p> <p>(3) A complete sentence on the GMAT must have a subject and a working verb, at a minimum. You may have multiple subjects or working verbs. You could also have two complete sentences connected by a comma and conjunction (such as comma and) or a semi-colon. We’ll talk about some additional complete sentence structures next time.</p> <p>* GMATPrep® questions courtesy of the Graduate Management Admissions Council. Usage of this question does not imply endorsement by GMAC.</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/gmat-sentence-correction-find-core-sentence-part-1/">GMAT Sentence Correction: How To Find the Core Sentence (Part 1)</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></content:encoded> </item> </channel> </rss>