# Discover Data Sufficiency: We Answer the Free GMAT Question of the Week

December 10, 2013 by

If b ≠ 0 and a > b, is a > c?

(1) a/b> c/b

(2) 5ab > 6bc

Here’s the full answer and explanation. Read carefully, this is where you will learn concepts and strategies.

This is a Yes/No Data Sufficiency question. The question stem tells you that b ≠ 0 and a > b. You want to find out whether there is sufficient information to determine whether a > c. There is no information in the question stem that you can use to determine whether or not a > c, so take a look at the statements.

Both of the statements are inequalities, so it’s important to remember that when you multiply both sides of an inequality by a positive number, the direction of the inequality sign stays the same, but when you multiply both … Read full post

# Free GMAT Question of the Week: Discover Data Sufficiency!

December 9, 2013 by

GMAT Question:

If b ≠ 0 and a > b, is a > c?

(1) a/b> c/b

(2) 5ab > 6bc

From a cursory glance, you can see that GMAT math takes you back to concepts that you learned in high school. Look a bit closer and you see that it actually takes you back much further than that, to math you learned in elementary school – integers, positives/negatives, etc. One of the interesting things about the GMAT is that sometimes these throwbacks to simple math are used to create challenging critical thinking problems. The problem above is one of those.

Post your answer and your method in the comments below. We’ll share the full Kaplan explanation, with secrets for how to master GMAT Data Sufficiency, in tomorrow’s blog entry.

# GMAT Reading Comprehension Practice Series: Inference Question Explanation

December 4, 2013 by

You did really well on the GMAT Reading Comprehension Inference question. These can be tough! Here’s the full explanation…

The 1950s saw the emergence of the theory of andragogy, the process by which adults learn (as distinct from pedagogy, the theory of children’s learning processes). Educator Malcolm Knowles held that flexibility, informality, enthusiasm, and commitment from both student and teacher, as well as the ability to build upon extant knowledge, were all necessary aspects of adult education classes.

Knowles’s beliefs about adult learning had their roots in five assumptions. First, adults are self-directed, independent beings. Next, adults have a reservoir of experiences on which to build, which children lack. Third, they are ready to learn skills necessary for their social roles. Fourth, adults learn as a way of solving problems, since their application of learned concepts is immediate. Finally, adults’ motivation to learn comes from within.

The author implies that Read full post

# GMAT & The Real World: More Critical Reasoning Flaws

December 3, 2013 by

A Study Questioning the GMAT Ironically Proves to be a Great Resource to Practice GMAT Critical Reasoning Flaw Questions…

Maybe you heard about (or read) a recent story in the Washington Post entitled: Are business schools graduating the wrong leaders? If so, the GMAT may be to blame

I love this piece because the study (at least as it is presented in the article) is jam-packed with critical reasoning flaws you can use to sharpen your GMAT Critical Reasoning skills.

So, let’s continue our multi-part special.

In this installment, we will take a look at how this article deals with a very important concept in GMAT Critical Reasoning and the AWA essay: Causality.

GMAT Critical Reasoning avidly tests your ability to understand how causal arguments work. All causal arguments assume that there is no alternative cause. This article is assuming that the GMAT is the cause of lower volumes of … Read full post

# GMAT Reading Comprehension Practice Series: Sample Inference Question

December 2, 2013 by

As promised, today’s entry may push your limits with a GMAT Reading Comprehension question that’s rated as a high level of difficulty. With all the reading comp study and practice you’ve been doing lately, however, this might not feel so difficult.

Once more, here’s the passage you have been working with recently, along with the topic, scope, purpose, and passage map.

The 1950s saw the emergence of the theory of andragogy, the process by which adults learn (as distinct from pedagogy, the theory of children’s learning processes). Educator Malcolm Knowles held that flexibility, informality, enthusiasm, and commitment from both student and teacher, as well as the ability to build upon extant knowledge, were all necessary aspects of adult education classes.

November 29, 2013 by

Thanks to everyone who submitted answers to our GMAT Reading Comprehension practice questions. We know you’re eager to get the full explanations, so we’ll get right to it.

1. The author distinguishes between andragogy and pedagogy (paragraph 1) for what purpose?

• A. To illustrate that the two are essentially the same.
• B. To describe Knowles’s own background as a schoolteacher who later pioneered adult education.
• C. To explain the importance of understanding the differences between how children learn and how adults learn.
• D. To illustrate the failings of adult education classes.
• E. To build an understanding of an unfamiliar concept by contrasting it with a more familiar tone.

To find the correct answer, you need to figure out the logic behind the author’s statement in the first paragraph. The author defines pedagogy, a concept likely to be familiar to you, in order to illustrate that andragogy (a new concept unfamiliar … Read full post

# GMAT Reading Comprehension Practice Series: Sample Questions

November 27, 2013 by

You’ve analyzed a GMAT Reading Comprehension passage, and now you can use that analysis to efficiently work through GMAT questions and gain points more quickly and reliably. Again, here’s the passage with topic, scope, purpose, and passage map:

The 1950s saw the emergence of the theory of andragogy, the process by which adults learn (as distinct from pedagogy, the theory of children’s learning processes). Educator Malcolm Knowles held that flexibility, informality, enthusiasm, and commitment from both student and teacher, as well as the ability to build upon extant knowledge, were all necessary aspects of adult education classes.

Knowles’s beliefs about adult learning had their roots in five assumptions. First, adults are self-directed, independent beings. Next, adults have a reservoir of experiences on which to build, which children lack. Third, they are ready to learn skills necessary for their social roles. Fourth, adults learn as a way of solving problems, Read full post

# GMAT Verbal: Some Big Ideas, pt.1

November 26, 2013 by

In my experience as a Kaplan GMAT instructor, I find that most GMAT challengers are primarily concerned with the Quantitative section of the exam. If a test taker is a native English speaker, then it is extremely rare for such an individual to imagine spending equal time, effort, and attention on the Verbal section. That is, at least at the outset of a study program. After all, we continue to speak and read in our everyday lives, but math is something immediately shifted to technology after—and often during—our school years. Yet, what invariably occurs is that all who study for the GMAT come to appreciate just how challenging the Verbal section is. In fact, exactly like the Quant section of the GMAT, the Verbal section is adaptive at the question level and will get as hard as we can make it.

Further, naive test preppers often struggle to fully appreciate … Read full post

# GMAT & The Real World: Critical Reasoning Flaws

November 22, 2013 by

A Study Questioning the GMAT Ironically Proves to be a Great Resource to Practice GMAT Critical Reasoning Flaw Questions…

Maybe you heard about a recent story in the Washington Post entitled: Are business schools graduating the wrong leaders? If so, the GMAT may be to blame.

The reason why I love this piece is because the study (at least as it is presented in the article) is jam-packed with critical reasoning flaws you can use to sharpen your GMAT Critical Reasoning skills.

That’s why I’ve decided to make this a multi-part special.

In our first installment, one of the reasoning flaws that the GMAT tests is starkly evident. Let’s see if you can identify it:

“A study in the Journal of Business Ethics makes the surprising finding that high GMAT scores may be correlated to some of the negative traits of American business: lack of ethical orientation…

November 20, 2013 by

GMAT Reading Comprehension is an important question type to master. If you haven’t yet tackled this week’s passage, take a look at it now and take a few minutes to answer the associated questions that we posted. They are the questions you should work through each time you break down a reading comp passage.

Now, let’s talk analysis.

• The TOPIC of this passage, or the broad main idea, is Knowles’s theory of and assumptions about andragogy. GMAT passages don’t contain a lot of filler, so you usually see the gist of the topic emerge in the first paragraph, if not in the first sentence.
• The SCOPE of the passage is a more detailed focus within the topic. In this passage, the scope is the characteristics of adult learners. The bulk of the passage lists and describes the characteristics of adult learners that inform the theory of andragogy.

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