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%





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





(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


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.


6


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.


6


Complex Comparisons

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.





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


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.



by a belief in


head of household









people

MPREP


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



by a belief in


head of household









people

MPREP


¶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.



by a belief in


head of household









people

MPREP


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


navigate tough passages

tackle tricky detail questions

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).





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


2

You’ll learn...




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


2

You’ll learn...




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

this file contains slides from each lesson of session 6 ... · like vs. as are the following...

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