The post How to Answer GMAT Sentence Correction Questions with Inverted Structures appeared first on Veritas Prep Blog.

]]>In a standard structure, the subject will precede the verb. In an inverted structure, the subject comes *after* the verb. The tip-off for such a construction is typically a prepositional phrase, in this case, “on the table*,” *followed by a verb*. *It is important to recognize that the object of the prepositional phrase, “table” cannot be the subject of the verb, “are,” so we know that the subject will come *after* the verb.

Let’s look at an example from an official GMAT question:

*The Achaemenid empire of Persia reached the Indus Valley in the fifth century B.C., bringing the Aramaic script with it, from which was derived both northern and southern Indian alphabets.*

*(A) the Aramaic script with it, from which was derived both northern and*

*(B) the Aramaic script with it, and from which deriving both the northern and the*

*(C) with it the Aramaic script, from which derive both the northern and the*

*(D) with it the Aramaic script, from which derives both northern and*

*(E) with it the Aramaic script, and deriving from it both the northern and *

The first thing you might notice with this question is the use of the relative pronoun “which.” We’d like for “which” to be as close as possible to its referent. What do we think the alphabets were derived from? From the Aramaic script.

Notice that in options A and B, the closes referent to “which” is “it.” There are two problems here. For starters, it would be confusing for one pronoun “which” to have another pronoun “it” as its antecedent. Moreover, “it” seems to refer to the Achaemenid Empire here. Do we think that the alphabets derived from the empire? Nope. Eliminate A and B.

Although E eliminates the “which,” this option also seems to indicate that the alphabets derived from the empire, so E is out as well.

Now we’re down to C and D. Notice that our first decision point is to choose between “from which derive” and “from which derives.” This is an instance of inverted sentence structure. We have the prepositional phrase “*from which*,” followed immediately by a verb, either “derive*”* or “derives.” Thus, we know that the subject for this verb is going to come later in the sentence, in this case, the northern and southern alphabets. If we were to rearrange the sentences so that they had a more conventional structure, our choice would be between the following options:

*C) Both the northern and the southern Indian alphabets derive from [the empire.]*

*D) Both northern and southern Indian alphabets derives from [the empire.]*

Because “alphabets” is plural, we want to pair this subject with the plural verb, “derive.” Therefore, the correct answer is C.

Takeaway: Anytime we see the construction “prepositional phrase + verb,” we are very likely looking at a sentence with an inverted sentence structure. In these cases, make sure to look for the subject of the sentence after the verb, rather than before.

*Plan on taking the GMAT soon? We have GMAT prep courses starting all the time. And be sure to follow us on Facebook, YouTube, Google+ and Twitter!*

*By David Goldstein, a Veritas Prep GMAT instructor based in Boston. You can find more articles written by him here.*

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]]>The post 3 Formats for GMAT Inequalities Questions You Need to Know appeared first on Veritas Prep Blog.

]]>Let’s look at three different question formats today to understand the difference between them:

- Must Be True
- Could Be True
- Complete Range

**Case 1: Must Be True**

*If |-x/3 + 1| < 2, which of the following must be true?*

* (A) x > 0*

* (B) x < 8*

* (C) x > -4*

* (D) 0 < x < 3*

* (E) None of the above*

We have two linked inequalities here. One is |-x/3 + 1| < 2 and the other is the correct answer choice. We need to think about how the two are related.

We are given that |-x/3 + 1| < 2. So we know that x satisfies this inequality. That will give us the universe which is relevant to us. x will take one of those values only. So let’s solve this inequality. (We will not focus on how to solve the inequality in this post – it has already been discussed here. We will just quickly show the steps.)

|x/3 – 1| < 2

(1/3) * |x – 3| < 2

|x – 3| < 6

The distance of x from 3 is less than 6, so -3 < x < 9. Now we know that every value that x can take will lie within this range.

The question now becomes: what must be true for each of these values of x? Let’s assess each of our answer options with this question:

(A) x > 0

Will each of the values of x be positive? No – x could be a negative number greater than -3, such as -2.

(B) x < 8

Will each of the values of x be less than 8? No – x could be a number between 8 and 9, such as 8.5

(C) x > -4

Will each of the values of x be more than -4? Yes! x will take values ranging from -3 to 9, and each of the values within that range will be greater than -4. So this must be true.

(D) 0 < x < 3

Will each of these values be between 0 and 3. No – since x can take any of the values between -3 and 9, not all of these will be just between 0 and 3.

Therefore, the answer is C (we don’t even need to evaluate answer choice E since C is true).

**Case 2: Could Be True**

*If −1 < x < 5, which is the following could be true?*

*(A) 2x > 10*

*(B) x > 17/3*

*(C) x^2 > 27*

*(D) 3x + x^2 < −2*

*(E) 2x – x^2 < 0*

Again, we have two linked inequalities, but here the relation between them will be a bit different. One of the inequalities is −1 < x < 5 and the other will be the correct answer choice.

We are given that -1 < x < 5, so x lies between -1 and 5. We need an answer choice that “could be true”. This means only some of the values between -1 and 5 should satisfy the condition set by the correct answer choice – all of the values need not satisfy. Let’s evaluate our answer options:

(A) 2x > 10

x > 5

No values between -1 and 5 will be greater than 5, so this cannot be true.

(B) x > 17/3

x > 5.67

No values between -1 and 5 will be greater than 5.67, so this cannot be true.

(C) x^2 > 27

x^2 – 27 > 0

x > 3*√(3) or x < -3*√(3)

√(3) is about 1.73 so 3*1.73 = 5.19. No value of x will be greater than 5.19. Also, -3*1.73 will be -5.19 and no value of x will be less than that. So this cannot be true.

(Details on how to solve such inequalities are discussed here.)

(D) 3x + x^2 < −2

x^2 + 3x + 2 < 0

(x + 1)(x + 2) < 0

-2 < x < -1

No values of x will lie between -2 and -1, so this also cannot be true.

(E) 2x – x^2 < 0

x * (x – 2) > 0

x > 2 or x < 0

If -1 < x < 5, then x could lie between -1 and 0 (x < 0 is possible) or between 2 and 5 (x > 2 is possible). Therefore, the correct answer is E.

**Case 3: Complete Range**

*Which of the following represents the complete range of x over which x^3 – 4x^5 < 0?*

*(A) 0 < |x| < ½*

*(B) |x| > ½*

*(C) -½ < x < 0 or ½ < x*

*(D) x < -½ or 0 < x < ½*

*(E) x < -½ or x > 0*

We have two linked inequalities, but the relation between them will be a bit different again. One of the inequalities is *x*^3 – 4*x*^5 < 0 and the other will be the correct answer choice.

We are given that *x*^3 – 4*x*^5 < 0. This inequality can be solved to:

*x*^3 ( 1 – 4*x*^2) < 0

*x*^3*(2*x* + 1)*(2*x* – 1) > 0

*x *> 1/2 or -1/2 < *x* < 0

This is our universe of the values of *x*. It is given that all values of *x* lie in this range.

Here, the question asks us the complete range of *x*. So we need to look for exactly this range. This is given in answer choice C, and therefore C is our answer.

We hope these practice problems will help you become able to distinguish between the three cases now.

*Getting ready to take the GMAT? We have **free online GMAT seminars** **running all the time. And, be sure to follow us on **Facebook**, **YouTube**, **Google+**, and **Twitter**!*

*Karishma**, a Computer Engineer with a keen interest in alternative Mathematical approaches, has mentored students in the continents of Asia, Europe and North America. She teaches the **GMAT** for Veritas Prep and regularly participates in content development projects such as **this blog**!*

The post 3 Formats for GMAT Inequalities Questions You Need to Know appeared first on Veritas Prep Blog.

]]>The post Investing in Success: The Best In-Person or Online GMAT Tutors Can Make a Difference appeared first on Veritas Prep Blog.

]]>**Knowledge of All Aspects of the GMAT**

The best private GMAT tutor has more than just general advice regarding the GMAT. The person has thorough knowledge of the exam and its contents. There are several parts to the GMAT, including the Verbal, Quantitative, Integrated Reasoning, and Analytical Writing sections. A qualified tutor will have plenty of tips to share that can help you to navigate all of the sections on the GMAT. Plus, an experienced tutor will be able to evaluate the results of your practice GMAT to determine where you need to focus most of your study efforts. This puts the element of efficiency into your test prep.

The GMAT instructors at Veritas Prep achieved scores on the exam that placed them in the 99th percentile, so if you work with a Veritas Prep tutor, you know you’re studying with someone who has practical experience with the exam. Our tutors are experts at describing the subtle points of the GMAT to their students.

**Access to Quality Study Resources**

If you want to thoroughly prepare for the GMAT, you must use quality study materials. At Veritas Prep, we have a GMAT curriculum that guides you through each section of the test. Your instructor will show you the types of questions on the test and reveal proven strategies you can use to answer them correctly. Of course, our curriculum teaches you the facts you need to know for the test. But just as importantly, we show you how to apply those facts to the questions on the exam. We do this in an effort to help you think like a business executive as you complete the GMAT. Private tutoring services from Veritas Prep give you the tools you need to perform your best on the exam.

**Selecting Your Method of Learning**

The best GMAT tutors can offer you several options when it comes to preparing for the exam. Perhaps you work full-time as a business professional. You want to prepare for the GMAT but don’t have the time to attend traditional courses. In that case, you should search for an online GMAT tutor. As a result, you can prep for the GMAT without disrupting your busy work schedule. At Veritas Prep, we provide you with the option of online tutoring as well as in-person classes. We recognize that flexibility is important when it comes to preparing for the GMAT, and we want you to get the instruction you need to earn a high score on this important test.

**An Encouraging Instructor**

Naturally, when you take advantage of GMAT private tutoring services, you will learn information you need to know for the test. But a tutor should also take the time to encourage you as you progress in your studies. It’s likely that you’ll face some stumbling blocks as you prepare for the different sections of the GMAT. A good instructor must be ready with encouraging words when you’re trying to master difficult skills.

Encouraging words from a tutor can give you the push you need to conquer especially puzzling questions on the test. The understanding tutors at Veritas Prep have been through preparation for the GMAT as well as the actual test, so we understand the tremendous effort it takes to master all of its sections.

If you want to partner with the best GMAT tutor as you prep for the test, we have you covered at Veritas Prep! When you sign up to study for the GMAT with Veritas Prep, you are investing in your own success. Give us a call or write us an email today to let us know when you want to start gearing up for excellence on the GMAT!

*Getting ready to take the GMAT? We have **free online GMAT seminars** **running all the time. And, be sure to follow us on **Facebook**, **YouTube**, **Google+**, and **Twitter**!*

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]]>The post GMAT Integrated Reasoning Practice: Sample Questions and Prep Tips appeared first on Veritas Prep Blog.

]]>**Take a Timed Practice Test**

One way you can get GMAT Integrated Reasoning practice is to take a timed practice test. When you take the entire test or a set of GMAT Integrated Reasoning practice questions, you get an idea of what to expect on test day. More importantly, your results will reveal which skills need improvement.

Timing yourself is an important factor when taking a practice test. You get just 30 minutes to complete the 12 Integrated Reasoning questions on the GMAT. Establishing a reasonable testing pace can lower your stress level and help you to finish all of the questions in the allotted time. At Veritas Prep, we have a free GMAT test that you can take advantage of for this purpose.

**Get Into the Mindset of a Business Executive**

Taking the GMAT is one of the steps necessary on your path to business school, so it makes perfect sense that the GMAT gauges your skills in business. One of the best prep tips you can follow is to complete all GMAT Integrated Reasoning sample questions with the mindset of a business executive. Think of the questions as real-life scenarios that you will encounter in your business career. Taking this approach allows you to best highlight your skills to GMAT scorers.

**Become Familiar With the Question Formats**

As you tackle a set of GMAT Integrated Reasoning sample questions, you’ll see that there are a few different question formats – Graphics Interpretation, Two-Part Analysis, Multi-Source Reasoning, and Table Analysis are the different types of questions on the GMAT.

The Graphics Interpretation questions feature a chart, graph, or diagram. For instance, you may see a question that features a bar chart that asks you to answer two questions based on the data in the chart. Other graphics you may see include scatterplots, pie charts, bubble charts, and line charts.

Two-Part Analysis problems involve a chart with three columns of data and accompanying questions. One tip to remember about these questions is that you have to answer the first question presented before you tackle the second one because the answers will work together in some way. Multi-Source Reasoning questions contain a lot of data. These questions test your ability to combine the data contained in different graphs, formulas, and diagrams to arrive at the correct answer choice. Table Analysis questions ask you to look at a table that may contain four or more columns of data. You have to examine this data closely to answer the questions.

**Practice Working With Different Types of Graphs and Diagrams**

Effective GMAT Integrated Reasoning practice involves learning the details about the different types of graphs, charts, and diagrams featured on the test. Financial magazines and newspapers are great resources for different graphics that you may see on the GMAT. Take some time to make sure you understand the purpose behind various graphs and charts so you feel at ease with them on test day.

**Work With a Capable Tutor**

When studying for the section on Integrated Reasoning, GMAT practice questions can be very useful. Another way to boost your preparation for this section is to partner with an experienced tutor. The instructors at Veritas Prep follow a thorough GMAT curriculum as they prep you for Integrated Reasoning questions as well as the other questions on the exam. We provide you with proven test-taking strategies and show you how to showcase what you know on the GMAT. With our guidance, you can move through each section of the test with confidence.

The professional tutors at Veritas Prep have the skills and knowledge to prepare you for the section on Integrated Reasoning. GMAT questions in all of the sections are easier to navigate after working through our unique GMAT curriculum. We offer both online and in-person courses, so you can choose the option that best suits your schedule. Contact our offices today and get first-rate prep for the GMAT!

*Getting ready to take the GMAT? We have **free online GMAT seminars** **running all the time. And, be sure to follow us on **Facebook**, **YouTube**, **Google+**, and **Twitter**!*

The post GMAT Integrated Reasoning Practice: Sample Questions and Prep Tips appeared first on Veritas Prep Blog.

]]>The post Using Special Formats on GMAT Variable Problems appeared first on Veritas Prep Blog.

]]>Here are some examples:

**An even number: 2a**

Logic: It must be a multiple of 2.

**An odd number: (2a + 1) or (2a – 1)**

Logic: It will not be a multiple of 2. Instead, it will be 1 more (or we can say 1 less) than a multiple of 2.

**Two consecutive integers: 2a, (2a + 1) or (2a – 1), 2a**

Logic: One number will be even and the other will be the next odd number (or the other way around).

**Four consecutive odd numbers: (2a – 3), (2a – 1), (2a + 1), (2a + 3)**

In this case, the sum of the numbers comes out to be a clean 8a. This can be very useful in many cases.

**Five consecutive even numbers: (2a – 4), (2a – 2), 2a, (2a + 2), (2a + 4)**

In this case, the sum of the numbers comes out to be a clean 10a. This can also be very useful in many cases.

**A prime number: (6a+1) / (6a – 1)**

Every prime number greater than 3 is of the form (6a + 1) or (6a – 1). Note, however, that every number of this form is not prime.

**Three consecutive numbers:**

If we know one number is even and the other two are odd, we will have: (2a – 1), 2a, (2a + 1).

Logic: They add up to give 6a.

In a more generic case, we will have: 3a, (3a+1), (3a+2).

This gives us some important information. It tells us that one of the numbers will definitely be a multiple of 3 and the other two numbers will not be. Note that the numbers can be in a different order such as (3a + 1), (3a + 2) and (3a + 3). (3a + 3) can be written as 3b, so the three numbers will still have the same properties.

Basically, try to pick numbers in a way that will make it easy for you to manage them. Remember, three numbers do not need to be a, b and c – there could be, and in fact often are, several other hints which will give you the relations among the numbers.

Now, let’s see how picking the right format of these numbers can be helpful using a 700-level GMAT question:

*The sum of four consecutive odd numbers is equal to the sum of 3 consecutive even numbers. Given that the middle term of the even numbers is greater than 101 and lesser than 200, how many such sequences can be formed?*

*(A) 12*

*(B) 17*

*(C) 25*

*(D) 33*

*(E) 50*

Let’s have the four consecutive odd numbers be the following, where “a” is any integer: (2a – 3), (2a – 1), (2a + 1), (2a + 3)

The sum of these numbers is: (2a – 3) + (2a – 1) + (2a + 1) + (2a + 3) = 8a

Now let’s have the three consecutive even numbers be the following, where “b” is any integer: (2b – 2), 2b, (2b + 2)

The sum of these numbers is: (2b – 2) + 2b + (2b + 2) = 6b

Note here that instead of 2a, we used 2b. There is no reason that the even numbers would be right next to the odd numbers, hence we used different variables so that we don’t establish relations that don’t exist between these seven numbers.

We are given that the sum 8a is equal to the sum 6b.

8a = 6b, or a/b = 3/4, where a and b can be any integers. So “a” has to be a multiple of 3 and “b” has to be a multiple of 4.

With this in mind, possible solutions for a and b are:

a = 3, b = 4;

a = 6, b = 8;

a = 9, b = 12

etc.

We are also given that the middle term of the even numbers is greater than 101 and less than 200.

So 101 < 2b < 200, i.e. 50.5 < b < 100.

B must be an integer, hence, 51 ≤ b ≤ 99.

Also, b has to be a multiple of 4, so the values that b can take are 52, 56, 60, 64 … 96

The number of values b can take = (Last term – First term)/Common Difference + 1 = (96 – 52)/4 + 1 = 12

For each of these 12 values of b, there will be a corresponding value of a and, hence, we will get 12 such sequences. Therefore, the answer to our question is A.

*Getting ready to take the GMAT? We have **free online GMAT seminars** **running all the time. And, be sure to follow us on **Facebook**, **YouTube**, **Google+**, and **Twitter**!*

*Karishma**, a Computer Engineer with a keen interest in alternative Mathematical approaches, has mentored students in the continents of Asia, Europe and North America. She teaches the **GMAT** for Veritas Prep and regularly participates in content development projects such as **this blog**!*

The post Using Special Formats on GMAT Variable Problems appeared first on Veritas Prep Blog.

]]>The post Assumption vs. Strengthen Critical Reasoning Questions: What’s the Difference? appeared first on Veritas Prep Blog.

]]>To illustrate, let’s take a simple argument: *Dave opens a coffee shop in Veritasville called Dave’s Blends. According to surveys, Dave’s Blends has the best tasting coffee in the city. Therefore, Dave’s Blends will garner at least 50% the local market. *

First, imagine that this is a simple Strengthen question. In order to strengthen this somewhat fanciful conclusion, we’re going to want strong language. For example: *Virtually all coffee drinkers in Veritasville buy coffee daily from Dave’s. *That’s a pretty good strengthener. The statement increases the likelihood that Dave’s Blends will dominate the local market. But an answer choice such as, “Some people buy coffee at Dave’s,” would be a lousy choice, as the fact that Dave’s has at least one customer is hardly a compelling reason to conclude that it will get to at least a 50% market share.

Now imagine that we take the same argument and make it an Assumption question. The first aforementioned answer choice is now much less appealing. Can we really assume that virtually everyone in town will get their coffee at Dave’s? Not really. If Dave’s has 51% of the market share, it doesn’t mean that virtually everyone gets their coffee there. But now consider the second answer choice – if we’re concluding that Dave’s will get at least half of the local market, we are assuming that some people will purchase coffee there, so now this would be a good answer.

The difference is that in a Strengthen question, we’re looking for new information that will make the conclusion more likely. In an Assumption question, we’re looking for what is *true* based on the conclusion. Put another way, strong language (“virtually everyone”) is often desirable in a Strengthen question, whereas softer language (“some people”) is usually more desirable in an Assumption question.

Let’s see this in action with a GMAT practice question:

*For most people, the left half of the brain controls linguistic capabilities, but some people have their language centers in the right half. When a language center of the brain is damaged, for example by a stroke, linguistic capabilities are impaired in some way. Therefore, people who have suffered a serious stroke on the left side of the brain without suffering any such impairment must have their language centers in the right half. *

*Which of the following is an assumption on which the reasoning in the argument above depends?*

*(A) No part of a person’s brain that is damaged by a stroke ever recovers.*

*(B) Impairment of linguistic capabilities does not occur in people who have not suffered any damage to any language center of the brain.*

*(C) Strokes tend to impair linguistic capabilities more severely than does any other cause of damage to language centers in the brain.*

*(D) If there are language centers on the left side of the brain, any serious stroke affecting that side of the brain damages at least one of them.*

*(E) It is impossible to determine which side of the brain contains a person’s language centers if the person has not suffered damage to either side of the brain.*

First, let’s break this argument down:

Conclusion: People who suffer a stroke on the left side of the brain and don’t’ suffer language impairment have language centers in the right half of the brain.

Premises: Most people have language centers on the left side of the brain, while some have them on the right. Damage impairs linguistic capabilities.

This is an Assumption question, so we’re looking for what is be true based on the way the premises lead to the conclusion. Put another way, softer language might be preferable here. Now let’s examine each of the answer choices:

(A) Notice the extreme language, “*No part…ever recovers*“. Can we really assume that? Of course not – some portion might recover. No good.

(B) We don’t know this. Imagine someone has a part of his or her brain removed and this part of the brain doesn’t contain a language center. Surely we can’t assume that this person will have no language impairment at all. No good.

(C) Again, notice the extreme language, “…*more severely than other cause*“*.* Can we assume that a stroke is worse than every other kind of brain trauma? Of course not. No good.

(D) Now we’re talking. Here, we are given more generous language: *damages at least one of them*. “At least one” is a pretty low bar. Remember that the conclusion is that someone who suffers a left-brain stroke and doesn’t have language impairment must have language centers on the right side. Well, that only makes sense if there’s *some *damage *somewhere* on the left. This answer choice looks good.

(E) Notice again the extreme language, “…*it is impossible*“. There may be some other way to assess where the language centers are. No good.

Therefore, our answer is D.

Takeaway: Strengthen questions and Assumption questions are not identical. In a Strengthen question, we want a strong answer choice that will make a conclusion more likely. In an Assumption question we want a soft answer that is indisputable based on how the premises lead to the conclusion. Attention to details in the language (some vs. most vs. all) is the key.

*Plan on taking the GMAT soon? We have GMAT prep courses starting all the time. And be sure to follow us on Facebook, YouTube, Google+ and Twitter!*

*By David Goldstein, a Veritas Prep GMAT instructor based in Boston. You can find more articles written by him here.*

The post Assumption vs. Strengthen Critical Reasoning Questions: What’s the Difference? appeared first on Veritas Prep Blog.

]]>The post Quarter Wit, Quarter Wisdom: Beware of Sneaky Answer Choices on the GMAT! appeared first on Veritas Prep Blog.

]]>Today, we will look at an example of this concept – if it seems to be too easy, it is a trap!

*In the figure given above, the area of the equilateral triangle is 48. If the other three figures are squares, what is the perimeter, approximately, of the nine-sided shape they form?*

*(A) 8√(2)*

* (B) 24√(3)*

* (C) 72√(2)*

* (D) 144√(2)*

* (E) 384*

The first thing I notice about this question is that we have an equilateral triangle. So I am thinking, the area = s^2 * √(3)/4 and/or the altitude = s*√(3)/2.

The irrational number in play is √(3). There is only one answer choice with √(3) in it, so will this be the answer?

Now, it actually makes me uncomfortable that there is only one option with √(3). At first glance, it seems that the answer has been served to us on a silver plate. But the question format doesn’t seem very easy – it links two geometrical figures together. So I doubt very much that the correct answer would be that obvious.

The next step will be to think a bit harder:

The area of the triangle has √(3) in it, so the side would be a further square root of √(3). This means the actual irrational number would be the fourth root of 3, but we don’t have any answer choice that has the fourth root of 3 in it.

Let’s go deeper now and actually solve the question.

The area of the equilateral triangle = Side^2 * (√(3)/4) = 48

Side^2 = 48*4/√(3)

Side^2 = 4*4*4*3/√(3)

Side = 8*FourthRoot(3)

Now note that the side of the equilateral triangle is the same length as the sides of the squares, too. Hence, all sides of the three squares will be of length 8*FourthRoot(3).

All nine sides of the figure are the sides of squares. Hence:

The perimeter of the nine sided figure = 9*8*FourthRoot(3)

The perimeter of the nine sided figure =72*FourthRoot(3)

Now look at the answer choices. We have an option that is 72√(2). The other answer choices are either much smaller or much greater than that.

Think about it – the fourth root of 3 = √(√(3)) = √(1.732), which is actually very similar to √(2). Number properties will help you figure this out. Squares of smaller numbers (that are still greater than 1) are only a bit larger than the numbers themselves. For example:

(1.1)^2 = 1.21

(1.2)^2 = 1.44

(1.3)^2 = 1.69

(1.414)^2 = 2

Since 1.732 is close to 1.69, the √(1.732) will be close to the √(1.69), i.e. 1.3. Also, √(2) = 1.414. The two values are quite close, therefore, the perimeter is approximately 72√(2). This is the reason the question specifically requests the “approximate” perimeter.

We hope you see how the Testmaker could sneak in a tempting answer choice – beware the “easiest” option!

*Getting ready to take the GMAT? We have **free online GMAT seminars** **running all the time. And, be sure to follow us on **Facebook**, **YouTube**, **Google+**, and **Twitter**!*

*Karishma**, a Computer Engineer with a keen interest in alternative Mathematical approaches, has mentored students in the continents of Asia, Europe and North America. She teaches the **GMAT** for Veritas Prep and regularly participates in content development projects such as **this blog**!*

The post Quarter Wit, Quarter Wisdom: Beware of Sneaky Answer Choices on the GMAT! appeared first on Veritas Prep Blog.

]]>The post Online GMAT Verbal Practice: Samples and Questions to Guide Your Test Prep appeared first on Veritas Prep Blog.

]]>**The Reading Comprehension Section**

GMAT Verbal practice questions in the Reading Comprehension section require you to read a passage that’s followed by several multiple-choice questions. These questions may ask you to draw an inference or make a conclusion about what you read. Also, there are questions that gauge how well you understood statements made within the passage. A question on a GMAT Verbal practice test might start with, “The primary purpose of the passage is to …” or, “The author is critical of X for the following reasons … .” It’s important to carefully read and evaluate the passage before delving into the questions so you have the information you need to make the right choice.

Taking a GMAT Verbal practice test online is an excellent way to become familiar with the format as well as the content of these questions. Plus, tackling practice questions helps you to get into the habit of reading with the purpose of finding out just what the author is trying to say.

**The Critical Reasoning Section**

The Critical Reasoning section on the GMAT measures your ability to analyze and evaluate an argument. Practice questions on this topic may include a short argument or one that is several sentences long. There are several multiple-choice options for each question that follows the argument. One example of a typical question might start with, “This argument assumes that … .” Another example of a question you’ll likely encounter starts with, “This argument conveys the following … .” You’ll have to look closely at the points of an argument to determine what the author is trying to convey.

**The Sentence Correction Section**

To do well on GMAT Verbal practice test questions that deal with Sentence Correction, you must have a grasp of proper grammar and sentence structure. You must also recognize a sentence that conveys meaning in an effective way. Each question starts with a passage that includes an underlined portion. Your job is to consider each of the five options and choose the one that best completes the sentence. This requires you to look at various elements throughout the passage, such as verb tenses and noun usage as well as the use of “like” or “as.” The answer option you select must agree with the elements in the rest of the passage.

**Preparing for the Verbal Section With a Professional Tutor**

Completing lots of GMAT Verbal practice questions is one way to prepare for this portion of the test. Another way is to study with a tutor who scored in the 99th percentile on the exam. That’s exactly what we offer at Veritas Prep. Our talented instructors prep you for the test using our thorough GMAT curriculum. We teach you how to apply the facts and information you’ve learned so you arrive at the correct answer for each question. We also provide you with strategies, tips, and lessons that strengthen your higher-order thinking skills. These are skills you will need well after you conquer the GMAT. We move way beyond memorization of facts – we teach you to think like a business executive!

Wondering where to begin? You can take one of our GMAT practice tests for free. The results can highlight the skills you’ll need to work on before you sit down to take the actual computer-based test. Our GMAT prep courses are ideal if you want to interact with other students who are as determined as you are to master the exam. Or, if you prefer, you can take advantage of our private online tutoring services. We know you have a busy work schedule as well as family obligations, so we make it easy to study with an expert on the Verbal section as well as all of the other sections on the GMAT. Get in touch with us to begin preparing for the GMAT the right way!

*Getting ready to take the GMAT? We have **free online GMAT seminars** **running all the time. And, be sure to follow us on **Facebook**, **YouTube**, **Google+**, and **Twitter**!*

The post Online GMAT Verbal Practice: Samples and Questions to Guide Your Test Prep appeared first on Veritas Prep Blog.

]]>The post GMAT Preparation That Works for You: Find Your Best Way to Prepare for the GMAT appeared first on Veritas Prep Blog.

]]>Of course, not everyone prepares for a test in the same way. The goal is to find what works for you. One way to do that is to look at the different options available to you when it comes to preparing for GMAT questions.

**In-Person Prep Courses**

You could go with the traditional option and take a GMAT prep course in a classroom with an instructor as well as other students. This is an excellent choice if you enjoy participating in class discussions with other students who are as eager to learn as you. Also, if you benefit from hearing the questions and comments of others, then you may consider this the best way to prepare for the GMAT.

At Veritas Prep, we offer in-person courses taught by instructors who provide you with many GMAT preparation tips. All of our instructors earned a score on the GMAT that landed them in the 99th percentile. So when you learn from a Veritas Prep instructor, you’re learning from one of the best!

**Preparing Online with a Tutor**

Perhaps you’d prefer to go online to prepare for the GMAT. Test preparation can be completed one-on-one with a Veritas Prep tutor on the Internet. Some people find that they are able to focus better when studying online with a tutor. You’re bound to appreciate the option of choosing your own learning environment when you choose online tutoring. If this is the choice for you, the experienced online tutors at Veritas Prep stand ready to help you prepare for the GMAT.

**Choosing the Best Environment for Online Learning**

If you think that participating in tutoring sessions online is the best way to prepare for the GMAT, then you should decide on your optimal learning environment. Of course, whatever location you select must have Internet access. You may consider choosing a room in your home where you’ll have very few interruptions. However, if you live in a home that’s always overflowing with activity, you may want to reserve a room at a public library or ask to use a quiet room at your workplace instead. To get the most out of your tutoring sessions, you should choose to study in a place where you’ll be able to focus all of your attention on your online tutor and study resources.

**Studying with a Friend or Going it Alone**

The question of whether to study alone or with a friend may come up as you begin preparing for the GMAT. Well, having someone else around can end up helping or hurting you. For instance, perhaps you have a coworker who is also planning to take the GMAT and asks to study with you. If the two of you are good friends, you may find that you end up chatting about current events, family and work instead of preparing for GMAT questions. This is a perfect example of how studying with another person can hinder your progress.

Alternatively, studying GMAT vocabulary words can be more effective when done with another person. You can quiz one another on the definitions of words, or you can make up a vocabulary game that puts the element of competition into your study sessions. Along with your tutor, a study partner can give you encouragement as you absorb unfamiliar words and their meanings. You are the best judge of whether it would benefit you to study with a partner or study alone outside of your instructional sessions with Veritas Prep.

Along with online or in-person instruction, Veritas Prep has a variety of other resources available to you as prepare for the GMAT. One of the best places to start your GMAT prep is our free practice test. Your score will help reveal what you need to work on when it comes to mastering skills for the GMAT. We also have a free trial class that gives you a good idea of what to expect from our GMAT study program. Go ahead and check out all of the details regarding our professional GMAT tutoring services and give us a call today!

The post GMAT Preparation That Works for You: Find Your Best Way to Prepare for the GMAT appeared first on Veritas Prep Blog.

]]>The post The Holistic Approach to Absolute Values – Part V appeared first on Veritas Prep Blog.

]]>(Before you continue reading, be sure to check out Part I, Part II, Part III and Part IV of this lesson.)

Let’s look at the following GMAT question:

*For how many integer values of x, is |x – 6| > |3x + 6|?*

*(A) 1*

*(B) 3*

*(C) 5*

*(D) 7*

*(E) Infinite*

In this question, we are given the inequality |x – 6| > 3*|x + 2|

Using the same logic as we did in the previous two posts, we will word the inequality like this: the distance from 6 should be more than three times the distance from -2.

At x = -2, the distance from 6 is 8 and the distance from -2 is 0. This means the distance from 6 is more than three times the distance from -2.

At x = -1, the distance from 6 is 7 and the distance from -2 is 1. Three times the distance from -2 is 3. This means the distance from 6 is more than three times the distance from -2.

At some point on the right of -1, the distance from 6 will be equal to three times the distance from -2. The distance between -2 and 6 is 8. If we split this 8 into 4 equal parts to get to x = 0, the distance from 6 will be equal to three times the distance from -2.

Now for every point to the right of 0, the distance from 6 will be less than three times the distance from -2.

Let’s try to go to the left of -2 instead. Will there be a point to the left of -2 where the distance from 6 will be equal to three times the distance from -2? Say that point is “a” units away from -2. -2 must then be 2a units away from 6 to ensure that 6 is a total of 3a units away from that point.

The distance between -2 and 6 is 8 – this 8 needs to be equal to 2a, so “a” must be 4 units.

The point where the distance from 6 will be equal to three times the distance from -2 will be 4 units to the left of -2, i.e. at -6. So at points to the right of -6 (but left of 0), the distance from 6 will be more than three times the distance from -2.

Note that for all values to the left of -6, the distance from 6 will be less than three times the distance from -2.

Hence, our x will lie in the range from -6 to 0.

-6 < x < 0

With these parameters, we will have 5 integer solutions: -5, -4, -3, -2 and -1. Hence, our answer is C.

Let’s look at a second question:

*For how many integer values of x, is |x – 8| + |5 – x| > |x + 7|?*

*(A) 1*

*(B) 3*

*(C) 5*

*(D) 7*

*(E) Infinite*

Now the true value of this method is visible, as we have three or more terms. The arduous algebra involved in this given inequality makes our logical approach much more attractive.

First note that we have the term |5 – x|. This is the same as |x – 5| because |x| = |-x|.

We will word the inequality like this: the distance from 5 + the distance from 8 should be greater than the distance from -7.

Let’s find the point where the sum of the distance from 5 and the distance from 8 is equal to distance from -7. Say that point is “a” units to the left of 5.

a + a + 3 = 12 – a

a = 3

So the point is 3 units to the left of 5, which means it is at 2. For all points to the left of 2, the sum of the distance from 5 and the distance from 8 will be greater than the distance from -7.

How about the points that are to the right of 8? Say there is a point “b” units away from 8 where the sum of the distance from 5 and the distance from 8 is equal to the distance from -7.

3 + b + b = 15 + b

b = 12

So if we go 12 units to the right of 8, i.e. at x = 20, the sum of the distance from 5 and the distance from 8 is equal to the distance from -7.

For all points to the right of 20, the sum of the distance from 5 and the distance from 8 is greater than the distance from -7, so there will be infinite points for which the sum of the distance from 5 and the distance from 8 is greater than the distance from -7. Therefore, our answer is E.

Using this concept, try to answer the following question on your own: For how many integer values of x, is |x – 6| – |3x + 6| > 0?

*Getting ready to take the GMAT? We have **free online GMAT seminars** **running all the time. And, be sure to follow us on **Facebook**, **YouTube**, **Google+**, and **Twitter**!*

*Karishma**GMAT** for Veritas Prep and regularly participates in content development projects such as **this blog**!*

The post The Holistic Approach to Absolute Values – Part V appeared first on Veritas Prep Blog.

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