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GMAT Crash Course: All In One - 2

Subject : gmat

Instructions:

Answer 50 questions in 15 minutes.
If you are not ready to take this test, you can study here.
Match each statement with the correct term.
Don't refresh. All questions and answers are randomly picked and ordered every time you load a test.

This is a study tool. The 3 wrong answers for each question are randomly chosen from answers to other questions. So, you might find at times the answers obvious, but you will see it re-enforces your understanding as you take the test each time.

1. n/108 = Integer/1? (1) n/12 = Integer/1 (2) n/9 = Integer/1
108 --> 2 -2 -3 -3 -3 12 --> 2 -2 -3 9 --> 3 -3 - Because you cannot be certain that the 12 and 9 share the 3.
Describe structure - Bold face - Parallel the reasoning - 'By...' (e.g. - Mary argues by...)
Root (81) = + or - 9 - 5/root(x) is not simplest form -->5root(x)/x is simplest - (5/(3+root(x)) --> (5/(3+root(x)) x (3-root(x))/(3-root(x))
What are they really asking? What are they really telling me? Focus on the minimum?

2. credit X ___
Wrong. Year is redundant
With
On
To (Bring new info; Avoid weak wording) - Strengthen - Weaken - Evaluate

3. Do not divide by variables in the inequalities if... you don't know the sign
We are in the 'To category.' So - we bring something to the argument. It will not break the premises. For example - Mary: That guy is a newspaper reporter...; Joe: No! That guy wears a cape! Therefore - it is superman. We focus on explaining!
What are they really asking? What are they really telling me? Focus on the minimum?
With

4. Compare with
Avoid extremes
Comparing different things
Read faster
(1) What is the antecedent? Is it sensible? Is it present? Is it unambiguous? (2) Do they agree in number?

5. You cannot strengthen or weaken by...
108 --> 2 -2 -3 -3 -3 12 --> 2 -2 -3 9 --> 3 -3 - Because you cannot be certain that the 12 and 9 share the 3.
the GMAT will always put the comma on the last
Analogy
Parallel

6. 'Although' requires an...
Wrong. Year is redundant

y is 2 more than a multiple of 3
Opposition

7. If you see a semicolon and it is before or after underlined part

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8. Sentence Correction Steps
(1) Stop Signs: 3rd person pronouns (2) Splits (3) Look for parallelism (4) Everything else
y is 2 more than a multiple of 3
Also Y
One way: strengthens; One way: weakens

9. and
To be y.
Parallel
At
Read slower

10. S-W-Slash Chart
Root (81) = + or - 9 - 5/root(x) is not simplest form -->5root(x)/x is simplest - (5/(3+root(x)) --> (5/(3+root(x)) x (3-root(x))/(3-root(x))
Redundant - should just be whether
S = Really strengthen s = possibly strengthen W = Really weakens w = possibly weakens - - = possibly strengthens a bit
Look for verbs

11. CLA: FIZ
When the Yes/No question has to do with whether a variable is a fraction or integer: Fraction - Integer and Zero
x + y + 1 < 0 - 0 < x + y + z - x + y + 1 < x + y + z --> z > 1 -
What are they really asking? What are they really telling me? Focus on the minimum?
20 problems --> 35 minutes - skip critical reasoning questions early on (strengthen/weaken) - Skip combinations and permutations; or - absolute values with inequalities

12. verbs
Look for verbs
Look for subjects
List each of the five based on the criteria. Move slowly.
x + y + 1 < 0 - 0 < x + y + z - x + y + 1 < x + y + z --> z > 1 -

13. Geometry
(1) What is the antecedent? Is it sensible? Is it present? Is it unambiguous? (2) Do they agree in number?
Two independent sentences
To
I. Diagram II. Identify III. Infer

14. 42/x = Integer/1
Write your integers like this
With

Go slower.

15. Verbal Problems Timing strategy
20 problems --> 35 minutes - skip critical reasoning questions early on (strengthen/weaken) - Skip combinations and permutations; or - absolute values with inequalities
Not Sufficient. jk = mn --> jk and mn = same numbers > 1 or they could equal 1
Read faster
List each of the five based on the criteria. Move slowly.

16. Diagrams marked not on the scale ______. In fact - the drawings of these problems often purposely misleading the I.
Cannot be measured
(1) ID each question type (To - From - About) (2) What am I looking for? (3) For the question type - what does the answer need to be ...right;...wrong. (4) Work the passage (5) For the passage - what does an answer need to be right (6) For the passag
y is 2 more than a multiple of 3
What are they really asking? What are they really telling me? Focus on the minimum?

17. Given: x+ y + z > 0 Is x + y + 1 < 0?
x + y + 1 < 0 - 0 < x + y + z - x + y + 1 < x + y + z --> z > 1 -
S = Really strengthen s = possibly strengthen W = Really weakens w = possibly weakens - - = possibly strengthens a bit
Sufficient.
Wrong. Year is redundant

18. being
108 --> 2 -2 -3 -3 -3 12 --> 2 -2 -3 9 --> 3 -3 - Because you cannot be certain that the 12 and 9 share the 3.
(1) Must be supported by premise (2) Never supported by anything (3) If you have two sentences - put therefore in between and see if it makes sense
To
Almost always wrong

19. Given jkmn = 1 jk/mn = 1
When the question has to do with whether a variable is positive or negative - then list negative - positive and zero.
Not Sufficient. jk = mn --> jk and mn = same numbers > 1 or they could equal 1
One way: strengthens; One way: weakens
3 consecutive integers are even and divisible by 3

20. Given jkmn = 1 j = 1/k; m = 1/n
Sufficient.
Joe or his friends are going. --> the verb correlates to the subject it is closed to when 'or' is used.
Memorize the following approximations: Pie approximately equals 3 - Square root of one equals one - Square root of two approximately equals 1.4 - Square root of three approximately equals 1.7
From

21. Critical Reasoning: Explain Problems

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22. Stop Signs for SC
Sufficient.
On the same scale
3rd Person Pronouns -- It - Its - They - Them - Their
x + y + 1 < 0 - 0 < x + y + z - x + y + 1 < x + y + z --> z > 1 -

23. different ___
Breathe - Create an internal clock around 3 minutes - Benchmark Problems
I. Diagram II. Identify III. Infer
From
108 --> 2 -2 -3 -3 -3 12 --> 2 -2 -3 9 --> 3 -3 - Because you cannot be certain that the 12 and 9 share the 3.

24. Critical Reasoning: Evaluate
Look for subjects
One way: strengthens; One way: weakens
For Yes/No Data Sufficiency Questions: Criteria - List possible values based on the criteria - and Answer Question
Root (81) = + or - 9 - 5/root(x) is not simplest form -->5root(x)/x is simplest - (5/(3+root(x)) --> (5/(3+root(x)) x (3-root(x))/(3-root(x))

25. ;
x + y + 1 < 0 - 0 < x + y + z - x + y + 1 < x + y + z --> z > 1 -
Seven-store retailer is singular - therefore its is the correct pronoun. one action is the seven-store retailer saying something and the sales slump -- the sales slump preceded reporting about the slump; therefore - it needs to be in the past partici
(1) ID each question type (To - From - About) (2) What am I looking for? (3) For the question type - what does the answer need to be ...right;...wrong. (4) Work the passage (5) For the passage - what does an answer need to be right (6) For the passag
Two independent sentences

26. ab > xy? (1) a/x > y/b....AD BCE

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27. Given: x+ y + z > 0 Is z > 1?
Write your integers like this
Describe structure - Bold face - Parallel the reasoning - 'By...' (e.g. - Mary argues by...)
Add the exponents to determine the answer.
Read slower

28. Conclusions
(1) Must be supported by premise (2) Never supported by anything (3) If you have two sentences - put therefore in between and see if it makes sense
With
Read faster
The second sentence focuses on the extent to which the children are covered in mud.

29. Diagrams in questions the problem often format a bead on the scale unless otherwise indicated - but they are not all...
Anything to the left of the colon should be a full sentence or fine on its own
On the same scale
On
the GMAT will always put the comma on the last

30. m is an integer - is m odd? (1) m/2 is not an even integer (2) m - 3 is an even integer
Don't even read it.
108 --> 2 -2 -3 -3 -3 12 --> 2 -2 -3 9 --> 3 -3 - Because you cannot be certain that the 12 and 9 share the 3.
3rd Person Pronouns -- It - Its - They - Them - Their
List each of the five based on the criteria. Move slowly.

31. From (Stick to scope; avoid extremes; negation technique)
Write your integers like this
Assumptions - Conclusions
We are in the 'To category.' So - we bring something to the argument. It will not break the premises. For example - Mary: That guy is a newspaper reporter...; Joe: No! That guy wears a cape! Therefore - it is superman. We focus on explaining!
Draw a diagram. The first thing you should do with any geometry problem that does not have a diagram is to sketch it out scratch booklet. And when you draw the diagram - try to brought scale that way be in a position to estimate.

32. 3 things to remember about roots
Root (81) = + or - 9 - 5/root(x) is not simplest form -->5root(x)/x is simplest - (5/(3+root(x)) --> (5/(3+root(x)) x (3-root(x))/(3-root(x))
Read faster
BCE. ab > xy ? but you don't know the sign
In

33. The only way for growers to salvage frozen citrus is to process them quickly into juice concentrate before they rot when warmer weather returns.

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34. Always assume sufficient until...
Proven wrong
When the question has to do with whether a variable is positive or negative - then list negative - positive and zero.
Describe structure - Bold face - Parallel the reasoning - 'By...' (e.g. - Mary argues by...)
Avoid extremes

35. When choosing numbers... don't choose 0 -1 or any number in the numerator or denominator
When the Yes/No question has to do with whether a variable is a fraction or integer: Fraction - Integer and Zero

Go straight for fractions
(1) ID each question type (To - From - About) (2) What am I looking for? (3) For the question type - what does the answer need to be ...right;...wrong. (4) Work the passage (5) For the passage - what does an answer need to be right (6) For the passag

36. How to do assumption problems?
When the question has to do with whether a variable is positive or negative - then list negative - positive and zero.
(1) Read question first (2) Read for structure and look for gaps (3) Work from wrong to right (4) Negation test: If you negate the argument will fall apart - Answer choices that bring in new information are wrong - Look for reverse causation
3 consecutive integers are even and divisible by 3
What are they really asking? What are they really telling me? Focus on the minimum?

37. To Weaken
Draw a diagram. The first thing you should do with any geometry problem that does not have a diagram is to sketch it out scratch booklet. And when you draw the diagram - try to brought scale that way be in a position to estimate.
Add a countering premise
Don't even read it.
Assumptions - Conclusions

38. CLA
Comparing similar things
Assumptions - Conclusions
For Yes/No Data Sufficiency Questions: Criteria - List possible values based on the criteria - and Answer Question
Read slower

39. Joe or his friends ____ going.
Joe or his friends are going. --> the verb correlates to the subject it is closed to when 'or' is used.
Root (81) = + or - 9 - 5/root(x) is not simplest form -->5root(x)/x is simplest - (5/(3+root(x)) --> (5/(3+root(x)) x (3-root(x))/(3-root(x))
Anything to the left of the colon should be a full sentence or fine on its own
Don't even read it.

40. For studying sentence correction
Memorize the following approximations: Pie approximately equals 3 - Square root of one equals one - Square root of two approximately equals 1.4 - Square root of three approximately equals 1.7
Redundant - should just be whether

(1) Recognition (2) Content (3) Circle right answers and explain why the others are wrong (4) Train your eye to notice stop signs (pronouns)

41. ride __ a bus
108 --> 2 -2 -3 -3 -3 12 --> 2 -2 -3 9 --> 3 -3 - Because you cannot be certain that the 12 and 9 share the 3.
On
Cannot introduce examples -- such as must be used instead
24

42. What should I do if there is no diagram?
Cannot be measured
Draw a diagram. The first thing you should do with any geometry problem that does not have a diagram is to sketch it out scratch booklet. And when you draw the diagram - try to brought scale that way be in a position to estimate.
To be y.
3rd Person Pronouns -- It - Its - They - Them - Their

43. date x __ y
At
List each of the five based on the criteria. Move slowly.
the GMAT will always put the comma on the last
Add a countering premise

44. CLA: NPZ
To be y.
Be estimated
From
When the question has to do with whether a variable is positive or negative - then list negative - positive and zero.

45. If there is a list...
x + y + 1 < 0 - 0 < x + y + z - x + y + 1 < x + y + z --> z > 1 -
From
(1) Read question first (2) Read for structure and look for gaps (3) Work from wrong to right (4) Negation test: If you negate the argument will fall apart - Answer choices that bring in new information are wrong - Look for reverse causation
the GMAT will always put the comma on the last

46. Author is always in the middle of the road...
To be y.
Avoid extremes
Read slower

47. When the positive integer x is divided by 11 - the quotient is y and the remainder is 3. When x is divided by 19 the remainder is also 3. What is the remainder when y is divided by 19?
0 - 1 - 2 - 3 - 4 --> Answer 4
Look for subjects
(1) Recognition (2) Content (3) Circle right answers and explain why the others are wrong (4) Train your eye to notice stop signs (pronouns)
Draw a diagram. The first thing you should do with any geometry problem that does not have a diagram is to sketch it out scratch booklet. And when you draw the diagram - try to brought scale that way be in a position to estimate.

48. All the children are covered in mud. Vs the children are all covered in mud.
The second sentence focuses on the extent to which the children are covered in mud.
Assumptions - Conclusions
Comparing different things
What are they really asking? What are they really telling me? Focus on the minimum?

49. Compare to
Comparing similar things
(1) Stop Signs: 3rd person pronouns (2) Splits (3) Look for parallelism (4) Everything else
Go straight for fractions
Almost always wrong

50. nouns
Look for verbs
20 problems --> 35 minutes - skip critical reasoning questions early on (strengthen/weaken) - Skip combinations and permutations; or - absolute values with inequalities
x + y + 1 < 0 - 0 < x + y + z - x + y + 1 < x + y + z --> z > 1 -
z > x + y + 1 - x + y + z > 0 - x + y + 2z > x + y + 1 --> z > 1/2