Download GMAT Course Overview - Neeley School of Business

GMAT Review Materials
Section 1: GMAT Math Concepts
Section 2: Integrative Reasoning
Section 3: Essay
SECTION 1: GMAT Math Concepts
Arithmetic
Order of operations
PEMDAS: parenthesis, exponents, multiplication/division, addition/subtraction
Percentages
Ratio: part / part
Percentage: part / whole
Percent change: change / start number
Missing start number: end number / (100% +/- percent change)
Roots
√x * √y = √xy
√x / √y = √(x/y)
√x + √y DOES NOT EQUAL √(x+y)
√x – √y DOES NOT EQUAL √(x–y)
2 / (3+√7) = [2 / (3+√7)] * [(3-√7) / (3-√7)] = (6-2√7) / (9-7) = 3-√7
Exponents
1)
25 * 23 = 2(5+3) = 28
2)
25 / 23 = 2(5-3) = 22
3)
52 * 42 = (5 * 4) 2 = 202 AND 202 = (5*4) 2 = 52 * 42
4)
92 / 32 = (9 / 3) 2 = 32
5)
(32)5 = 3(2*5) = 310
6)
3-2 = 1 / 32
7)
60 = 1
8)
51/2 = √5; 53/2 = √53; 52/3 = 3√52
Statistics
Mean (same as average):
Average = sum of terms / number of terms
Sum of terms = average * number of terms
Number of terms = sum of terms / average
Median
Middle number in odd list of numbers
Mean of middle two numbers in even list of numbers
Mode: most frequent number in a list of numbers
Standard deviation: represents the distance from the mean
Probability
Sets
Total = X + Y – both + neither if groups X and Y described generally (more common)
Total = X + Y + both + neither if groups X and Y described as “only” (less common)
Counting methods
Permutation (“order matters”): n! / (n-k)!
Combination (“order does not matter”): n! / (n-k)!k!
Combined probability
Acceptable outcomes / possible outcomes = basic probability
Acceptable / possible * acceptable / possible = combined probability
Independent probability: second event is not affected by first event
Dependent probability: second event is affected by first event
Algebra
Quadratic equations
Factoring
Equation: x2 + ___x + _____ = 0
Factoring: (x + ____ ) * (x + ____ )
Equation: x2 - ___x + _____ = 0
Factoring: (x - ____ ) * (x - ____ )
second sign +, so…
both signs match first sign of equation
second sign +, so…
both signs match first sign of equation
Equation: x2 + ___x - _____ = 0 OR x2 - ___x - _____ = 0
Factoring: (x + ____ ) * (x - ____ )
second sign – , so…
signs alternate
Common quadratic equation forms
x2 + 2xy + y2 = (x+y)2
example: x2 + 6x + 9 = (x+3)2
2
2
2
x – 2xy + y = (x-y)
example: x2 – 6x + 9 = (x–3)2
example: x2 – 9 = (x+3) (x–3)
x2 – y2 = (x+y) (x-y)
Functions
See “this”, do “that”
f(this) = that
f(x) = 3x + 5
or
x (this) y = that
x ◊ y = 3x + 8y/2
example: f(2) = 3*2 + 5 = 11
example: 6 ◊ 9 = 3*6 + 8*9/2 = 18 + 36 = 54
Geometry
Polygons
Sum of internal angles = (number of sides – 2) * 180
Triangles
Area = ½ * base * height
Right triangles
Pythagorean Theorem: a2 + b2 = c2
Special right triangles
Angle-to-side relationships:
45 / 45 / 90 = x : x : x*√2
30 / 60 / 90 = x : x*√3: 2x
Side relationships
3:4:5
5 : 12 : 13
Quadrilaterals
Area rectangle = base * height
Area square = side * side = side2
Area trapezoid = (base 1 + base 2) / 2 * height
Circles
Diameter = 2r
Circumference = 2πr
Area = πr2
Arc relationships
Arc degrees / 360 = arc length / circumference
Angle (from center) : arc degrees = 1:1
Angle (inscribed) : arc degrees = 1:2
Solids
Volume rectangle = length * width * height
Volume cylinder = area of base * height
Surface area rectangular solid = 2(bend * hend) + 2(btop * htop) + 2(bside * hside)
Surface area cylinder = area of base * 2 + 2πr*h
Coordinate geometry
Slope = (y1-y2) / (x1-x2)
Line formula: y = mx + b; m = slope, b = y-intercept
Distance = √ ((x1-x2)2 + (y1-y2)2)… or create a right triangle for Pythagorean Theorem
Rate
Distance = rate * time
Distance / rate = time
Distance / time = rate
Production
Production / time + production / time = total production / time
Mixture
Concentration1 * quantity1 + concentration2 * quantity2 = Concentration * (quantity1+quantity2)
Compound interest
P * (1+rate/# periods in year)^(periods*years)
Number Properties
First ten primes: 2, 3, 5, 7, 11, 13, 17, 19, 23, 29
GCF: product of factors common to both numbers
LCM: product of distinct factors (disregard duplicates) in both numbers
Addition/subtraction
RULE
TEST
E+/-E = E
2+2 = 4
O+/-O = E
3+3 = 6
E+/-O = O
2+3 = 5
2-2 = 0
3-3 = 0
3-2 = 1
Multiplication
RULE
TEST
E*E = E
2*2 = 4
E*O = E
2*3 = 6
O*O = O
3*3 = 9
Divisibility
/ 2 if even
/ 3 if sum of digits / 3
/ 4 if last 2 digits form a number / 4
/ 5 if units digit is 0 or 5
/ 6 if / by BOTH 3 and 2
/ 9 if sum of digits /9
123 = 1+2+3 = 6… /3, so 123 is /3
724; last 2 digits = 24… /4, so 724 is /4
324 = even AND 3+2+4 = 9… /3, so 324 is /6
9423 = 9+4+2+3 = 18 = 1+8 = 9… /9, so 9423 is /9
Exponents
Positive fraction < 1 to a power = SMALLER number
Negative number to EVEN power = POSITIVE number
(1/3)2 = 1/3 * 1/3 = 1/9
-32 = 9
Negative numbers
The farther LEFT any number is on a number line, the SMALLER it is
Examples
-5 < -1
-0.5 < -0.1
Negative number < -1 to ODD power = SMALLER NEGATIVE number: -33 = -27
Negative number > -1 to ODD power = LARGER NEGATIVE number: -0.53 = -0.125
Number properties “tests”: fraction, negative, 1, 0
SECTION 2: GMAT Integrated Reasoning
“The Integrated Reasoning section measures your ability to understand and evaluate multiple sources
and types of information – graphic, numeric, and verbal – as they relate to one another; use
quantitative and verbal reasoning to solve complex problems.; and solve multiple problems in relation
to one another.”
- The Official Guide for GMAT Review, 13th Edition
Overview
12 questions, 30 minutes
Calculator provided
Non-adaptive (questions don’t “adapt” to your performance)
IR does not impact your Total Score
What is measured?
Apply, evaluate, infer, recognize, strategize… the IR section is designed to simulate an MBA case
study environment; lots of information in a variety of formats with several different question types.
Question Formats
Multi-Source Reasoning
Questions 1-18 in online question bank (in-class question: 7)
2-3 information tabs, multiple information formats
Question format:
Multiple choice question with 5 answer choices
3-part yes/no or true/false question
Table Analysis
Questions 19-24 in online question bank (in-class question: 21)
Sortable multi-column table
Question format:
3-part yes/no or true/false question
Graphics Interpretation
Questions 25-34 in online question bank (in-class question: 27)
Static graphs/diagrams/charts
Question format:
2-part drop-down menu questions, 3-5 answer choices
Two-Part Analysis
Questions 35-50 in online question bank (in-class question: 45)
Information presented in format similar to critical reasoning and problem solving questions
Question format:
2-part multiple choice question, column format, 5-6 answer choices
Strategy
Success on the IR section is based on using the same skills you use to answer the verbal and
quantitative multiple choice questions, with one additional insight; you have way more information
than you need, and deciding what information really matters is as important as figuring out how to
use the information. So… log on to https://www.gwhizmobile.com/GMAC/index.php with the access
code from your copy of The Official Guide for GMAT Review, 13th Edition, and work through several
(ideally all) questions in each of the four formats. Additionally, each practice exam you take will
include twelve IR questions (note that some of the IR practice exam questions are repeats from the
online question bank).
SECTION 3: GMAT Essay
The GMAT requires you to complete an “Analysis of an Argument” essay. The essay is graded by a
computer and by a human grader, and the scores are averaged. If the two scores vary significantly,
they take a second look to finalize the grade.
What is the basis of grading? You will find the “technical” scale in chapter 11 of the GMAT guide.
In reality, keep it simple; give some thought to the points you want to make BEFORE you start the
essay (discussed further below), be clear in what you are saying, structure/outline the passage
logically, write at least three paragraphs, and wrap up with a concluding sentence or paragraph. In
general, a longer essay will receive a higher score than a shorter essay.
Now, let’s get to the strategies.
The KEY to the essay is quickly putting together three points you will elaborate on. Don't get too
deep, just identify three to five points, pick the best three and go. If you get stuck, elaborate on two
points instead of three. Your essay does not need to be perfect; it simply needs to demonstrate that
you understand the argument being presented, you see the key assumptions/facts relating to the topic,
and you can effectively communicate your evaluation of the argument.
The key to your analysis is to identify any weaknesses in the position and show how these points
weaken the argument.
First, make a list of any items you identify as weak or missing in the argument. Then proceed as
follows:
P1 – In the passage, the author describes [evidence]. The author concludes that [conclusion]. A
careful evaluation of this argument shows that the conclusion is weak for several reasons.
P2 - First, [weak assumption or missing information described]. [Recommendation to resolve the
weakness]
P3 - Second, [weak assumption or missing information described]. [Recommendation to resolve the
weakness]
P4 - Third, [weak assumption or missing information described]. [Recommendation to resolve the
weakness]
P5 - In summary, for the reasons mentioned above, the conclusion that [conclusion] requires more
support for validation. By addressing the weaknesses identified here, the author would be able to
make a more compelling argument to support his conclusion.
Essay Notes
p. 800, first essay – “The following appeared in an announcement issued by the publisher of The
Mercury…”
To start, I need to understand the weaknesses of the argument, i.e., I want to ID the missing link
between the evidence/facts and conclusion/opinion.
Evidence – new lower-priced paper, Bugle; decline in Mercury’s circulation
Conclusion – 1) Price decrease will increase circulation; 2) circulation increase will increase ad
purchases
Assumptions
For conclusion 1) – the ONLY circulation driver is price… fails to consider OTHER drivers
For conclusion 2) – the ONLY ad purchase driver is circulation… fails to consider OTHER
drivers
Now, I want to come up with other possible drivers of circulation and ad purchases, as follows:
Circulation
- content (WSJ vs. National Enquirer)
- quality (of articles/information)
- availability (newsstands, home delivery)
- ***source change (internet instead of newspaper)
- ***outmigration (if I move to DC, I’m not going to keep my DMN or Chronicle subscription)
- marketing efforts of publisher
Ad purchases
- target market of paper
- cost of advertising
The ***s in the first list are ideas I went back and identified as “demographic issues” to create a third
supporting topic.
Essay Example – Analysis of an Argument
In the passage, the author describes the introduction of The Bugle and a decline in The
Mercury’s circulation. The author concludes that a price decrease for The Mercury will increase
circulation and increase ad purchases. A careful evaluation of this argument shows that the
conclusion is weak for several reasons.
First, the argument does not consider the impact of factors other than price on newspaper
selection. Content, availability, and promotion also impact this decision. It is possible that the
Bugle’s efforts in one or more of these areas are more effective than those of the Mercury. For
example, the Bugle might provide a weekly supplement covering local high school sports which is not
available through the Mercury. Perhaps research into the impact of these factors would reveal causes
for the decrease in circulation other than pricing.
Second, the argument does not consider that changing demographics might be impacting
circulation. Perhaps the circulation decrease is the result of a shift not from one newspaper to another,
but from the newspaper to another information source, such as the Internet. Another factor could be a
trend of outmigration from the Mercury’s city of circulation. Additional information on the drivers
behind the circulation decrease, such as questionnaires completed by previous subscribers, would help
to clarify this question.
Third, the passage assumes that if circulation increases, ad revenue will also increase.
Additional factors which impact the decision to advertise in a particular newspaper are advertising
rates as well as reader demographics. An advertiser might determine that the readership base for the
Mercury is not an attractive target market for the advertiser’s product and decide not to advertise in
the paper regardless of circulation figures. Information qualifying the interest level of businesses in
placing ads in The Mercury contingent on a circulation increase would help to clarify this assumption.
In summary, for the reasons mentioned above, the conclusion that a price decrease will
increase circulation and ad purchases for The Mercury requires more support for validation. By
addressing the weaknesses identified here, the author would be able to make a more compelling
argument to support his conclusion.
Grade: 5
The essay is well-organized, although I don’t use any creativity. Note how I use the template from
page one, as well as ideas from the list on page two. Additionally, I demonstrate that I’ve thought
through the assumptions (when I mention “Additional information… such as questionnaires…” in
paragraph two, I’m going beyond just listing the weaknesses… I make a suggestion as to how to
resolve the uncertainty). Note that I never say “the author is wrong!” because the author isn’t
wrong… he/she simply hasn’t provided adequate support for the argument.