Items in alist or items that are being compared, must all contain the same parts of speech and must look the same
Simple past, present, and past perfect are the three verb tenses most commonly tested on the GMAT.
Continues to the present: As long as I have known him, Alex has looked puzzled in meetings.
Was completed before some other past action began. : Alex has always looked puzzled in meetings until he got a new boss.
The talk show host agitated the guests to the point that they were throwing chairs at each other.
that : idioms
I look back fondly on the 1983 County Fair, at which I won the prize for biggest watermelon.
I can't wait to see whom she'll bring to dinner this time.
....she'll bring him to dinner this time
whom: idioms : he use whom
Among the there sisters, Cinderella was the most beautiful
three or more things: comparatives:idioms
Give a child as many hugs as you can. No human can read that number of pages in an hour.
can be counted:quantity words: idioms
Give a child as much love as you can. No human can read that amount of material in an hour.
cannot be counted quantity words: idioms
you should use a singular verb.... The number of excuses grows every time he tells the story.
The number of : idioms
use a plural verb, something is multitude....A number of survivors of the plane crash swam to shore
A number of: idioms
Dazed by the battle, the soldier could no longer distinguish friend from enemy.
Distinguish from: idioms
If you contrast one politician's ethics with another's, you will find no difference
The lawnmower, which is in the garge, is broken beyond repair. This is extraneous information.
Many of the top desingers, such as Ralph Lauren and Donna Karan, have less expensive lines as well. Is used to mean for example
such as: idioms
Each of the schools he applied to had it own strengths. Is used when you want to emphasize that items are separate
Both of the programs were highly regarded. All of the schools offer financial assistance. I sused when you wanto to emphasize that items are together or similar.
all or both: idioms
A hypothesis that the aluminum in soda cans causes Alzheimer's disease is circulating on the Internet.
Hypothesis that: idioms
describes integers listed in ascending order, which are separated by the same interval. The numbers 1, 2, 3, 4 are consective integers and the numbers 2, 4, 6,8 are consecutive even integers.
are a way of expressing parts of a whole. To add or subtract just line up the decimal points. For multiplying/dividing decimals add up the total number of decimal places to the right of the decimal point in the numbers you multiplied and put the decimal point the smae number of digits over from the right, in your product.
are 0.1.2,3,4,5,6,7,8, and 9-the numbers you see on a telephone. GMAT math problems might ask you either to count digits or supply a missing digit. Try counting the digits in 2654.189. There are seven.
is simply a mathematial way of saying "different." So when you are asked to count the distinct prime factors of 12, you would answer that there are two 2 and 3. Even though 12=2x2x3, you can only count 2 once.
When a number can be divided evenly by another number, it is said to be divisible by that number. So 6 is divisble by 3, but is not divisible by 4. The GMAT, however is more likely to ask you whether 728 is divisible by 4. ( Yes it is)
A # is divisble by 4 if
The last two digits, considered as a number, are divisible by 4. Example, Take 728. The last two digits form the number 28, which is divisble by 4.
A # is divisble by 7 if
There is no easy test, but in a pinch, you can divide by 2 and check whether or not the resulting number is divisble by 4
A # is divisble by 8 if
There is no easy test, but in a pinch, you can divide by 2 and check whether or not the resulting number is divisible by 4
number is one that can be divided evenly by 2. numbers are whole and they end in 2, 4,6,8, or 0. The number zero (0) is considered this.
number is a whole number that, when divided by two yields a remainder of 1. these numbers end in 1, 3,5,7, or 9.
simply tells you to "multiply this number x times." So 2^3= 2x2x2 or 8. The number you multiply is called the base and the little superscript number that tells you how many times to multiply the base is called an exponent or a power. So in 3^2, 3 is the base and 2 is the power.
Any positive number greater than 1, raised to the power greater than 1
becomes larger for example, 3^2=9
Any fraction between 0 and 1 that's raised to a power greater than 1 gets
smaller, for example (1/2)^2=1/4
When you see this just turn the base into a fraction by putting a 1 over it and proceed as you would with a nonnegative exponent so 3^-2=(1/3)^2=1/9
adding and subtracting exponents
to add and subtract exponents, both the base and the power must be the same. If they are, just add or subtract as you normally would. So, 3x^2+5x^2=8x^2
multiplying and dividing exponents
make sure that the bases are the same. To multiply, add the exponents and multiply the coefficients, and to divide, subtract the exponents and divide the coefficients, 3x^25x^3=15x^5 and 15x^6/3x^2=5x^4
are numbers that can be divided into another number without leaving a remainder. For example, the numbers 1,2,3,4,6 and 12 are the factors of 12.
is the most basic expression of parts of a whole.For example. if a whole pizza has 8 slices and James eats 3, he has eaten 3/8 of the pizza.
on the GMAT Fractions are expressed in their most reduced form. This means that you'll have to simply your anwers, for instance , by reducing fractions. To reduce a fraction, simply find a number that's a factor of both its numerator and denominator, and factor it out, like this.
35/49=5/7 x7/7=5/7x7/7=5/7x1=5/7 Redcuing a fraction makes it easier to work with, which makes it less likely that you'll commit an error. Common factors to start with when you're reducing are 2, 3, and 5.
if you need to add or subtract two fractions that have the same denominator, simply add or subtract their numerators, like this: 3/4+1/4=4/4 or 1
If the numbers in the denominators are different, this opertation will invovle a couple of extra steps. The Bowtie is a simple way of adding and subtracting fractions like these: 5/8+3/5
To use the bowtie method, 1st multiply straight across the bottom of the fraction to find a common denominator. Then multiply top to bottom, top to bottom, like a bowtie. Finally, add or subtact to find the numerator.
multiplying and dividing fractions
When multiplying two or more fractions, just multiply their numerators and then their denominators. Dividing fractions works a lot like multiplying fractions, with one important extra step. To divide fractions, multiply the first by the reciprocal of the secong. So flip the secong fraction and multiply in the regular way.
To slove an equation that contains two fractions containing variables when they're equal to each other, you can simply cross multiply or multiply the top of each fraction by the bottom of the other. 3x/4=3/2
the result of multiplying any number by any other number is called a multiple. The numbers 8, 16, and 424 are all multiples of 4.
order of operations
refers to just what it sounds like: the order in which mathematical operations are to be performed. Exponents, Multiplications, Division, Addition, and Subtraction
any number greater than 0. So 1/4, 5000, but 0 is not. any number that's less than 0,-15, 0 is not
have exactly 2 distinct factors:1 and themselves. For example, 13 is prime b/c its only factor are 1 and 13. The number 1 is not prime; it has only one distinct factor
is the number that's left over after division.The remainder when you diivide 35 by 8 is 3.
so 16=4 or -4 b/c both (4)^2 and (-4)^2=16 you cannot add these unless they have a common root. so 2+2=2 but 2+3 doesn't equal 5. To multiply and divide just treat them as regular integers: 6x3=18 or 3/2 basically they're subject to the same rules as exponents. x^1/2 is just X this
is a number that does not have any fractional parts. the number 2 is a whole number but 2.5 is not
is an integer, it's neither pos nor neg, and it's even mutiplying this always give you a product of 0 and dividing this is impossible
The 4 Step Approach
1. Read the Questions
2. Break it Down
3. Answer the Questions in your own words
4. Process of Elimination
the argument is dictated by the information given in the conclusion and the premises, by far the most common reason for eliminating answer choices in the arguments section
out of scope
When you see an answer choice that goes beyong the realm of the argument, you can consider it and eliminate it
When you're dealing with questions that ask you to weaken or strengthen the author's conclusion, be very wary of answer choices that while within the scope, do exactly the opposite of what you want, while it is the scope of the argument, it is the opposite of the anwer choice you want and you should eliminate it
if the author proves his point by making an assumption, you'll include additional data to bolster the assumption....if the author cites a survey in support of his conclusion, you'll give evidence to prove the validity of the survey.etc...
willl focus more on describing the pattern of reasoning than in paraphasing the content of the argument, questions of this type may read: Which of the following indicates a flaw in the reasoning above?, Susan's attempt to counter Tim's claim is best characterized as...., Dan's response has which of the following relationships to Aliss'a argument?, The author makes his point chiefly by....
replace all variables in the with numbers, read through the new problem and answer the question, plug your number into the answer choices and look for your number