The video is so helpful and I find these hints very useful to me: * Read the question twice-first for the big picture and then for specific details. ** For cost problems, use clear variables (e.g., lowercase for prices, uppercase for quantities). *** Simplify units (e.g., pennies instead of dollars) for better handling of integer equations.
helpful rule on #3 - since we can see that 3^16 - 1 is simply the prior number to 3^16, there is a rule that states consecutive integers never share prime factors. Since 3^16 has prime factor 3, we can conclude 3^16 - 1 does NOT contain prime factor 3. And 24 is the only ans choice that contains 3 as a prime factor (or 24 is the only choice that is a multiple of 3)
A very helpful video... I would just like to know about the level of difficulty of each question as in solving the 5 th question is around how much marks . Would be grateful if we could get that
Hi, i wanted some guidance over studying through these videos. I found some of the questions challenging in here and would definitely want to revisit them. However, I’m not sure what would be the right flow of coming back to these questions. I dont want to indulge in the other topics too much that i completely forget about the topic but at the same time i want to give myself enough time to forget the exact solution path followed when i first go through these videos. In essence, if I’m just starting out my GMAT focus preparation through your channel, how should I plan on studying the quant, verbal and data insights portions together?
Hello, thank you for the great videos! I trchnically “should” be able to get nearly all, but when I was doing them, I did not think of a more effective method. Perhaps it’s just getting familiar with these questions? :)
In Q1, can we proceed like this: w(w-1)=z(z-1) Simply it further: w^2-z^2=w-z (w-z)(w+z)=(w-z) Cancel (w-z) both sides which gives: (w+z)=1 A simpler way than calculating their individual values.
In Q3, why is -1.5 the answer? What makes it less possible than the other 2? I originally thought the question was asking about which of the answers was it least likely to be and so worked out which of the answers is the furthest away by absolute value. Even though that doesnt make much sense, but I think I am still incredibly confused by what the question is asking. How can a possible answer be any less possible than another? If it was asking about the lowest number, shouldnt it have asked whats the "lowest" possible solution rather than whats the least possible? I feel like those two things are very different.
This phrasing doesn't refer to the possibility of a number or how likely that number is to be. Instead, it refers to how far to the left (lesser) or right (greater) a number appears on a number line. While it might seem confusing, the GMAT uses "least possible" when referring to the number furthest to the left on a number line in several of their questions. I've put a link to one example from the GMAT Official Guide at the bottom of this message so you can see it used in an official question. In this question, the possible solutions to the equation are -3/2, 0, and 2. Of those, the least is -3/2, so the "least possible" solution is -1 1/2, meaning (B) is the answer to this question. I hope that helps! gmatclub.com/forum/if-the-range-of-the-six-numbers-4-3-14-7-10-and-x-is-12-what-is-104739.html
If one of the roots of a quadratic equation is 3 + sqrt(2), then we know that x^2 = 11 + 6*sqrt(2) as John Michael showed in the video. Each of the answer choices has a zero on the right-hand side, so we need x^2 plus some number of xs plus some numbers to equal zero. Since the number terms don't have any square roots, we need the x-term to subtract 6*sqrt(2) from the x^2 to make sure we have zero square roots on the left-hand side. The way we can do that is to use -6x in the equation we're generating to give x^2 - 6x plus a number. I hope that helps!
The video is so helpful and I find these hints very useful to me:
* Read the question twice-first for the big picture and then for specific details.
** For cost problems, use clear variables (e.g., lowercase for prices, uppercase for quantities).
*** Simplify units (e.g., pennies instead of dollars) for better handling of integer equations.
helpful rule on #3 - since we can see that 3^16 - 1 is simply the prior number to 3^16, there is a rule that states consecutive integers never share prime factors. Since 3^16 has prime factor 3, we can conclude 3^16 - 1 does NOT contain prime factor 3. And 24 is the only ans choice that contains 3 as a prime factor (or 24 is the only choice that is a multiple of 3)
A very helpful video... I would just like to know about the level of difficulty of each question as in solving the 5 th question is around how much marks . Would be grateful if we could get that
Hi, i wanted some guidance over studying through these videos. I found some of the questions challenging in here and would definitely want to revisit them. However, I’m not sure what would be the right flow of coming back to these questions. I dont want to indulge in the other topics too much that i completely forget about the topic but at the same time i want to give myself enough time to forget the exact solution path followed when i first go through these videos.
In essence, if I’m just starting out my GMAT focus preparation through your channel, how should I plan on studying the quant, verbal and data insights portions together?
Hello, thank you for the great videos! I trchnically “should” be able to get nearly all, but when I was doing them, I did not think of a more effective method. Perhaps it’s just getting familiar with these questions? :)
In Q1, can we proceed like this:
w(w-1)=z(z-1)
Simply it further:
w^2-z^2=w-z
(w-z)(w+z)=(w-z)
Cancel (w-z) both sides which gives:
(w+z)=1
A simpler way than calculating their individual values.
These questions about quadratics still exists in the new gmat?
In Q3, why is -1.5 the answer? What makes it less possible than the other 2? I originally thought the question was asking about which of the answers was it least likely to be and so worked out which of the answers is the furthest away by absolute value.
Even though that doesnt make much sense, but I think I am still incredibly confused by what the question is asking. How can a possible answer be any less possible than another? If it was asking about the lowest number, shouldnt it have asked whats the "lowest" possible solution rather than whats the least possible? I feel like those two things are very different.
This phrasing doesn't refer to the possibility of a number or how likely that number is to be. Instead, it refers to how far to the left (lesser) or right (greater) a number appears on a number line.
While it might seem confusing, the GMAT uses "least possible" when referring to the number furthest to the left on a number line in several of their questions. I've put a link to one example from the GMAT Official Guide at the bottom of this message so you can see it used in an official question.
In this question, the possible solutions to the equation are -3/2, 0, and 2. Of those, the least is -3/2, so the "least possible" solution is -1 1/2, meaning (B) is the answer to this question.
I hope that helps!
gmatclub.com/forum/if-the-range-of-the-six-numbers-4-3-14-7-10-and-x-is-12-what-is-104739.html
In the 6th question, why does it have to be a -6x?
If one of the roots of a quadratic equation is 3 + sqrt(2), then we know that x^2 = 11 + 6*sqrt(2) as John Michael showed in the video. Each of the answer choices has a zero on the right-hand side, so we need x^2 plus some number of xs plus some numbers to equal zero.
Since the number terms don't have any square roots, we need the x-term to subtract 6*sqrt(2) from the x^2 to make sure we have zero square roots on the left-hand side. The way we can do that is to use -6x in the equation we're generating to give x^2 - 6x plus a number.
I hope that helps!