This file contains slides from each lesson of session 6 ... · Like Vs. As Are the following...
Transcript of This file contains slides from each lesson of session 6 ... · Like Vs. As Are the following...
This file contains slides from each lesson of session 6.
The file includes lesson agendas, teaching points, MPrep-written
problems, and (where applicable) the full list of Official Guide (OG)
problem numbers* for that problem type or content area.
The slides do not include the text of OG problems used in class
because teachers customize each lesson to fit class needs.
*Note: The OG problem numbers listed in this file are not your homework
assignments; they are an extra resource. First, follow the homework assignments
listed in your syllabus. If you do want extra practice in any area, then the OG
problem set lists at the end of each lesson in this file will provide you with the full set
of OG problem numbers relevant to that lesson.
Word Problems
Stories
Quant Word Problems
6
Sets & Rates
Mixed Skills
You’ll learn how to...
set up rates, work, and
overlapping sets problems
balance time among sets of
questions
MPrep
10% of GMAT test takers take the exam more than once and have a high score of
650 or greater, and 20% of GMAT test takers who take the test only once have a
score of 650 or greater. If 40% of GMAT test takers take the exam more than once,
what percent of GMAT test takers have a high score of less than 650?
(A) 10.5%
(B) 22%
(C) 30%
(D) 70%
(E) 78%
10% of GMAT test takers take the exam more than once and have a high score of
650 or greater, and 20% of GMAT test takers who take the test only once have a
score of 650 or greater. If 40% of GMAT test takers take the exam more than once,
what percent of GMAT test takers have a high score of less than 650?
MPrep
70
20
30
???
D
TOTAL
TOTAL
Only
Once
Less than
650
More than
Once
650
or greater
100
10 40
Overlapping Sets
(A) 10.5%
(B) 22%
(C) 30%
(D) 70%
(E) 78%
Smart Numbers
???
Trap!
MPrep
x 0.2x = 60 = 12
22 78
E
TOTAL
TOTAL
Only
Once
Less than
650
More than
Once
650
or greater
100
10 40
10% of GMAT test takers take the exam more than once and have a high score of
650 or greater, and 20% of GMAT test takers who take the test only once have a
score of 650 or greater. If 40% of GMAT test takers take the exam more than once,
what percent of GMAT test takers have a high score of less than 650?
(A) 10.5%
(B) 22%
(C) 30%
(D) 70%
(E) 78%
Overlapping Sets Smart Numbers
Quant Word Problems
6
Sets & Rates
Mixed Skills
Optional Slides Optional Slides
MPrep
Of the 120 children in a certain school, 75 study Spanish. How many of
the students in the school study French?
(1) The number of students in the school who study both French and Spanish is
equal to the number of students in the school who study neither French nor
Spanish.
(2) 65 of the students in the school study Spanish but do not study French.
MPrep
BD ACE
Of the 120 children in a certain school, 75 study Spanish. How many of
the students in the school study French?
(2) 65 of the students in the school study
Spanish but do not study French.
(1) The number of students in the school
who study both French and Spanish
is equal to the number of students in
the school who study neither French
nor Spanish.
Sufficient
NOT Sufficient A
TOT
TOT
F
S
F
S
120
x
TOT
TOT
F
S
F
S
120
65
45
45 45 – x x
10
75
45 75
Overlapping Sets
Quant Word Problems Stories: Official Guide Problems
6
The following slides contain lists of all Official Guide problems covered under the
Word Problems topic.
To best make use of your Official Guide problems, we recommend tracking your
work in our GMAT Navigator tool. You will be able to record the time you spent on
each problem, the answer you chose, whether you guessed, and whether you want
to redo the problem in the future. Additionally, we have provided our own
explanations of the best way to do most of the Word Problems Problem Solving and
Data Sufficiency problems from The Official Guide for GMAT Review, 2017.
Quant Word Problems: Problem Solving
6
This set is from The Official Guide for GMAT Review 2017 edition (pgs. 20−23 & 150−184).
Note: Problem Numbers preceded by “D” refer to questions in the Diagnostic Test chapter of The Official Guide
for GMAT Review 2017 edition (pgs. 20-23).
Translations
OG 2017: 5, 6, 81, 124, 177, 180
Rates & Work
OG 2017: 56, 65, 85, 96, 111, 114, 179, 195, 213, D24
Overlapping Sets
OG 2017: 101, 103, 132, 203, 226, D04, D06, D14
Statistics
OG 2017: 14, 20, 38, 47, 71, 88, 99, 120, 125, 141, 148, 150, 162, 184, 206, 214, D09
Weighted Averages
OG 2017: 26, 121, 130, 155, 228
Consecutive Integers
OG 2017: 98, 166, 192, 199, D02
Extra Problem Types
OG 2017: 33, 107
Quant Word Problems: Data Sufficiency
6
This set is from The Official Guide for GMAT Review 2017 edition (pgs 25−26 & 275−291).
Note: Problem Numbers preceded by “D” refer to questions in the Diagnostic Test chapter of The Official Guide
for GMAT Review 2017 edition (pgs 25−26).
Translations
OG 2017: 233, 267, 278, 282, 309, 332, 333, 341, 391, D27, D30
Rates & Work
OG 2017: 238, 251, 285, 326, 328, 350, 366, 377, D38
Overlapping Sets
OG 2017: 232, 248, 254, 280, 291, 302, 321, 353, 372, 388, D29, D34, D47
Statistics
OG 2017: 244, 245, 281, 284, 348, 367, 368, 375, 378, 381, 390, 392, 393, 394, 397, D31, D32, D43, D46
Weighted Averages
OG 2017: 331, 336, 340, 364
Consecutive Integers
OG 2017: 242, 300, 304, 310, 354
Extra Problem Types
OG 2017: 315, 324, 363, D45
Sentence Correction
Comparisons
Sentence Correction Comparisons
6
Compare Apples to Apples
Complex Comparisons
You’ll learn how to...
recognize comparison
markers
spot and eliminate faulty
comparisons
the same basic plan
buildings... , Unlike
Basic Principles of Comparison
Comparable sentence elements should be parallel.
Logically
comparable
Structurally
comparable
Frank's build, like his brother, is broad.
Frank's build, like his brother's, is broad.
(build)
I like to run through forests more than walking
through crowds.
I like running through forests more than walking
through crowds.
Frank's build, like that of his brother, is broad.
X
X
buildings... , Unlike
Basic Principles of Comparison
the same basic plan
Comparable sentence elements should be parallel.
Logically
comparable
Structurally
comparable
Frank's build, like his brother, is broad.
Frank's build, like his brother's, is broad.
(build)
I like to run through forests more than walking
through crowds.
I like running through forests more than walking
through crowds.
Frank's build, like that of his brother, is broad.
X
X
Common Comparison Markers
Like X, Y
Unlike X, Y
X... more than Y
X... less than Y
X... as good as Y
X..., as Y... (clauses)
X... different from Y
Like peas, carrots are good.
Unlike peas, carrots are orange.
Peas cost more than carrots.
Peas weigh less than carrots.
Peas are as good as carrots.
Peas taste great, as do carrots.
Peas are different from carrots.
Common Comparison Markers
Like X, Y
Unlike X, Y
X... more than Y
X... less than Y
X... as good as Y
X..., as Y... (clauses)
X... different from Y
Peas cost more than carrots.
Peas weigh less than carrots.
Peas are as good as carrots.
Peas taste great, as do carrots.
Peas are different from carrots.
Like peas, carrots are good.
Unlike peas, carrots are orange.
Sentence Correction Comparisons
6
Compare Apples to Apples
Complex Comparisons
As vs. Such As
She wants to go to business school, as do I.
She wants to apply to such schools as Harvard and Stanford.
The structures AS and SUCH AS mean different things.
• AS can be used to make comparisons.
• SUCH AS is used to introduce examples.
Like Vs. As
Are the following sentences correct?
4. Joe lives in a stucco house, as does Mary.
1. Joe, like Mary, lives in a stucco house.
3. Joe lives in a stucco house like Mary's.
2. Joe lives in a stucco house like Mary.
The words LIKE and AS are NOT interchangeable.
• LIKE is used to compare nouns.
• AS is used to compare clauses. A clause contains a tensed verb.
Like Vs. As
1. Joe, like Mary, lives in a stucco house. Both live in stucco houses.
3. Joe lives in a stucco house like Mary's. The houses are similar.
4. Joe lives in a stucco house, as does Mary. Both live in stucco houses.
2. Joe lives in a stucco house like Mary. Mary is like a house??
The words LIKE and AS are NOT interchangeable.
Are the following sentences correct?
• LIKE is used to compare nouns.
• AS is used to compare clauses. A clause contains a tensed verb.
Sentence Correction Comparisons
6
Compare Apples to Apples
Complex Comparisons
Optional Slides Optional Slides
What is the Comparison?
Samit likes pizza more than Maria.
Samit prefers pizza to Maria. Samit likes pizza more than
Maria likes pizza.
The comparison is ambiguous
OR
Sentence Correction Comparisons: Official Guide Problems
6
The following slides contain lists of all Official Guide problems covered under the
Comparisons topic.
To best make use of your Official Guide problems, we recommend tracking your
work in our GMAT Navigator tool. You will be able to record the time you spent on
each problem, the answer you chose, whether you guessed, and whether you want
to redo the problem in the future. Additionally, we have provided our own
explanations of the best way to do most of the Sentence Correction problems from
The Official Guide for GMAT Review, 2017.
Sentence Correction Comparisons: Problem Solving
6
This set is from The Official Guide for GMAT Review (2017 edition) (pgs. 39−43 & 682−710).
Note: Problem Numbers preceded by “D” refer to questions in the Diagnostic Test chapter
of The Official Guide for GMAT Review (2017 edition) (pgs. 39−43).
Comparisons
OG 2017: 679, 684, 686, 689, 692, 702, 732, 738, 749, 758, 762, 768, 775, 777, 782, 792, 801,
806, D83, D85, D95, D100
Reading Comprehension
Challenging RC
RC Lesson Plan
1 How to Read
2 Detail Questions
3 Challenging RC
Today's lesson
Reading Comprehension Challenging RC
3
You’ll learn how to...
navigate tough passages
tackle tricky detail questions
How to Read
3 Goals
What is the basic message?
What is the purpose of each
paragraph?
What is the author's
Main Point?
• context
• contrasts or disagreements
• changes in direction
Have a Conversation
What did that just say?
How does that fit?
What does this make me expect?
Question Type Review
General
Detail
• Articulate the Point of the passage to yourself
(use Map if needed)
• Spend up to 1 minute
• Check the proof text in the passage first
• Average 1.5 minutes
RC: 4-Step Process
1 Identify the question
2 Find the support
3 Predict an answer
4 Eliminate and find a match
5
According to the passage, Filmer’s
radical partriarchalism is characterized
by a belief in
(A) the absolute power of king over male
head of household
(B) the power of God over king and king
over male head of household
(C) the primacy of king and male head of
household over others
(D) the power of king over male head of
household and male head of
household over all others
(E) the primacy of God and king over all
people
MPREP
RC 4-Step Process ID Question 1 Find Support 2 Predict 3 Find a Match 4
It is an odd but indisputable fact that the seventeenth-century
English women who are generally regarded as among the
forerunners of modern feminism are almost all identified with the
Royalist side in the conflict between Royalists and Parliamentarians
known as the English Civil Wars. Since Royalist ideology is often
associated with the radical patriarchalism of seventeenth-century
political theorist Robert Filmer—a patriarchalism that equates family
and kingdom and asserts the divinely ordained absolute power of the
king and, by analogy, of the male head of the household—historians
have been understandably puzzled by the fact that Royalist women
wrote the earliest extended criticisms of the absolute subordination of
women in marriage and the earliest systematic assertions of
women’s rational and moral equality with men. Some historians have
questioned the facile equation of Royalist ideology with Filmerian
patriarchalism; and indeed, there may have been no consistent
differences between Royalists and Parliamentarians on issues of
family organization and women’s political rights, but in that case one
would expect early feminists to be equally divided between the two
sides.
Catherine Gallagher argues that Royalism engendered feminism
because the ideology of absolute monarchy provided a transition to
an ideology of the absolute self. She cites the example of the
notoriously eccentric author Margaret Cavendish (1626–1673),
duchess of Newcastle. Cavendish claimed to be as ambitious as any
woman could be, but knowing that as a woman she was excluded
from the pursuit of power in the real world, she resolved to be
mistress of her own world, the “immaterial world” that any person can
create within her own mind—and, as a writer, on paper. In
proclaiming what she called her “singularity,” Cavendish insisted that
she was a self-sufficient being within her mental empire, the center of
her own subjective universe rather than a satellite orbiting a dominant
male planet. In justifying this absolute singularity, Cavendish
repeatedly invoked the model of the absolute monarch, a figure that
became a metaphor for the self-enclosed, autonomous nature of the
individual person. Cavendish’s successors among early feminists
retained her notion of woman’s sovereign self, but they also sought to
break free from the complete political and social isolation that her
absolute singularity entailed.
According to the passage, Filmer’s
radical partriarchalism is characterized
by a belief in
(A) the absolute power of king over male
head of household
(B) the power of God over king and king
over male head of household
(C) the primacy of king and male head of
household over others
(D) the power of king over male head of
household and male head of
household over all others
(E) the primacy of God and king over all
people
MPREP
RC 4-Step Process ID Question 1 Find Support 2 Predict 3 Find a Match 4
It is an odd but indisputable fact that the
seventeenth-century English women who are
generally regarded as among the forerunners of
modern feminism are almost all identified with
the Royalist side in the conflict between
Royalists and Parliamentarians known as the
English Civil Wars. Since Royalist ideology is
often associated with the radical patriarchalism
of seventeenth-century political theorist Robert
Filmer—a patriarchalism that equates family and
kingdom and asserts the divinely ordained
absolute power of the king and, by analogy, of
the male head of the household—historians have
been understandably puzzled by the fact that
Royalist women wrote the earliest extended
criticisms of the absolute subordination of
women in marriage and the earliest systematic
assertions of women’s rational and moral
equality with men. Some historians have
questioned the facile equation of Royalist
ideology with Filmerian patriarchalism; and
indeed, there may have been no consistent
differences between Royalists and
Parliamentarians on issues of family organization
and women’s political rights, but in that case one
would expect early feminists to be equally
divided between the two sides.
¶1
According to the passage, Filmer’s
radical partriarchalism is characterized
by a belief in
(A) the absolute power of king over male
head of household
(B) the power of God over king and king
over male head of household
(C) the primacy of king and male head of
household over others
(D) the power of king over male head of
household and male head of
household over all others
(E) the primacy of God and king over all
people
MPREP
RC 4-Step Process ID Question 1 Find Support 2 Predict 3 Find a Match 4
¶2 Catherine Gallagher argues that Royalism
engendered feminism because the ideology of
absolute monarchy provided a transition to an
ideology of the absolute self. She cites the
example of the notoriously eccentric author
Margaret Cavendish (1626–1673), duchess of
Newcastle. Cavendish claimed to be as
ambitious as any woman could be, but knowing
that as a woman she was excluded from the
pursuit of power in the real world, she resolved to
be mistress of her own world, the “immaterial
world” that any person can create within her own
mind—and, as a writer, on paper. In proclaiming
what she called her “singularity,” Cavendish
insisted that she was a self-sufficient being within
her mental empire, the center of her own
subjective universe rather than a satellite orbiting
a dominant male planet. In justifying this absolute
singularity, Cavendish repeatedly invoked the
model of the absolute monarch, a figure that
became a metaphor for the self-enclosed,
autonomous nature of the individual person.
Cavendish’s successors among early feminists
retained her notion of woman’s sovereign self,
but they also sought to break free from the
complete political and social isolation that her
absolute singularity entailed.
According to the passage, Filmer’s
radical partriarchalism is characterized
by a belief in
(A) the absolute power of king over male
head of household
(B) the power of God over king and king
over male head of household
(C) the primacy of king and male head of
household over others
(D) the power of king over male head of
household and male head of
household over all others
(E) the primacy of God and king over all
people
MPREP
RC 4-Step Process ID Question 1 Find Support 2 Predict 3 Find a Match 4
King and HH are “analogous” =
both have power over others
Both have power over others;
“All” is too extreme
“divinely ordained” = God
approves, not God has power
“divinely ordained” = God
approves, not God has power
Reading Comprehension Challenging RC
3
You’ll learn how to...
navigate tough passages
tackle tricky detail questions
Optional Slides Optional Slides
Reading Comprehension Official Guide Problems
6
It’s time to test your skills on passages that have actually appeared on real GMAT
exams in the past. You can find passages in The Official Guide for GMAT Review
(2017 Edition) (pages 27–32 & 368–424).
To best make use of your Official Guide problems, we recommend tracking your
work in our GMAT Navigator tool. You will be able to record the time you spent on
each problem, the answer you chose, whether you guessed, and whether you want
to redo the problem in the future. Additionally, we have provided our own
explanations of the best way to do some of the Reading Comprehension problems
from The Official Guide for GMAT Review, 2017.
Reading Comprehension Official Guide Problems
6
Do one passage at a time, or build a mixed set that includes Sentence Correction and Critical Reasoning
problems. Here’s how to get the most out of each passage:
1. Give yourself approximately 2 to 2.5 minutes to read shorter passages and 3 minutes to read longer ones.
Spend about 60 seconds to answer General questions and about 90 seconds to answer Specific ones.
2. On the real test, you will see only one question at a time, so don’t look at all questions before reading the
passage.
3. As you read the passage, tell yourself the Simple Story. By the time you’re done, make sure that you can
articulate the Point and that you have a rough Map of the passage, either on paper or in your brain.
4. If the passage has more than 4 questions, answer only the odd-numbered questions. You’ll do this
passage again sometime in the future; the next time, you’ll answer the even-numbered questions. (The
real test does not give more than 4 questions per passage.)
5. Follow your four-step process for answering questions.
(1) Identify the Question
(2) Find the Support
(3) Predict an Answer
(4) Eliminate and Find a Match
6. To keep it simple, use these guidelines when studying from OG books:
Shorter passage, 3 questions about 6 minutes
Shorter passage, 4 questions
or
Longer passage, 3 questions
about 7 minutes
Longer passage, 4 questions about 8 minutes
Prepare to Face the GMAT
Get Ready for CAT 2
Prepare to Face the GMAT Get Ready for CAT 2
2
You’ll learn...
what to expect on your CAT
your (per question) timing benchmarks
a timing plan for each section
What to Expect
Mental stamina: do IR + essay
Mindset / Timing: but I should know how to do this!
Goal: gain experience; likely will NOT see a huge score lift
Poor Time Allocation
1 2 3 4 5 6 7 8 . . . 36 37
100 -
90 -
80 -
70 -
60 -
50 -
40 -
30 -
20 -
10 -
0 -
Ability
Level
Question Number
= 62
Rushing and Careless Mistakes
1 2 3 4 . . . 33 34 35 36 37
100 -
90 -
80 -
70 -
60 -
50 -
40 -
30 -
20 -
10 -
0 -
Ability
Level
Question Number
= 59
Poor Time Allocation Running Out of Time
Prepare to Face the GMAT Get Ready for CAT 2
2
You’ll learn...
what to expect on your CAT
your (per question) timing benchmarks
a timing plan for each section
Timing Strategies
Watch the Timing Strategies Interact lesson before your CAT
Practice implementing these strategies during your CAT
Question Timing Overview Section Question Timing Overview
Argument
Essay
Take 2-3 minutes to brainstorm flaws and write an outline
Write the intro & conclusion paragraphs first
Reminder: use GMAT Write for the essay! (On the MPrep
CAT, type “did GMAT Write” into the essay box) 30 minutes – 1 essay
Integrated
Reasoning
2:30 per question
Skip 2 allows 3 min/q
Skip 4 allows almost 4 min/q
30 minutes – 12
questions
Quant
2:00 per question
1 minute awareness is essential
Stay within a 1 to 3 minute range for each question
75 minutes – 37
questions
Verbal
Average 1:20 for Sentence Correction
Average 2:00 for Critical Reasoning
2-3 min for Reading Comprehension passages, 1:30 for questions
75 minutes – 41
questions
Integrated
Reasoning
30 minutes – 12
questions
4 questions =
10 minutes
Quant
75 minutes – 37
questions
5 questions =
10 minutes
Verbal
75 minutes – 41
questions
8 questions =
15 minutes
Setting Time Budgets – Broad Question Benchmarks
Q time
4 20 min
8 10 min
Q time
5 65 min
10 55 min
15 45 min
Q time
8 60 min
16 45 min
24 30 min
The Yellow Pad Technique – Quant
I'm ace-ing this test! 8 16 24 32
40 48 56 64
5 on the first page, 4 on each subsequent page
The Yellow Pad Technique – Verbal
45
A A A A A A A A
30
A A A A A A A A
15
A A A A A A A A
YES! I did it!
A A A A A A A A
60
A A A A A A A A A
B C D E
B C D E
B C D E
9 on the first page, 8 on each subsequent page
The Yellow Pad Technique – Integrated Reasoning
I'm ready! 10 20
Prepare to Face the GMAT Get Ready for CAT 2
2
You’ll learn...
what to expect on your CAT
your (per question) timing benchmarks
a timing plan for each section
Use GMAT Write® Essay.
Also do IR!
Next Steps
Essay: use GMAT Write in place of the MPrep essay
IR: do not skip
Quant / Verbal: focus on your timing benchmarks
After: thoroughly analyze your results
Before: do the Timing Strategies Interact lesson