Do you want to excel in the GMAT Focus Edition? Welcome to MBA House in New York:
50 hours of core coursework: The GMAT prep thoroughly covers each concept that might appear on the exam. Every topic is discussed in depth and you receive not just generic, theoretical knowledge, but real insights that will prove invaluable on test day.
Official GMAT material: MBA House makes use of official GMAT study materials. This includes a collection of real questions from past exams, providing you with accurate insight into what you can expect on the real GMAT. The study materials are accessible through an intuitive online platform (Thinkific) where you can study at your own pace.
Classes in person or online: In line with the modern digital age of learning, MBA House offers the option of in-person or online classes. This ensures every student of the best learning experience, no matter their preferred mode of study or location. Don’t be confined to a classroom; learn on your terms where you feel most comfortable.
Unlimited GMAT tutoring: Every student at MBA House has access to unlimited private tutoring. This means that not only will you receive the best group learning experience, you can also have as much one-on-one time with our expert GMAT tutors as you want. You will be able to prearrange extra lessons focusing on weak areas at a suitable time for both you and the tutor.
Exploring the Comprehensive Core Course of Over 50 Hours by MBA House
MATH REVIEW
To prepare for the GMAT Quantitative Reasoning section and the Data Insights section, first review basic math to make sure you know enough to answer the questions. Then practice using GMAT questions from past exams.
Section 1.1, “Value, Order, and Factors,” includes:
Numbers and the Number Line
Factors, Multiples, Divisibility, and Remainders
Exponents
Decimals and Place Value
Properties of Operations
Section 1.2, “Algebra, Equalities, and Inequalities,” includes:
Algebraic Expressions and Equations
Linear Equations
Factoring and Quadratic Equations
Inequalities
Functions
Graphing
Formulas and Measurement Conversion
Section 1.3, “Rates, Ratios, and Percents,” includes:
Ratio and Proportion
Fractions
Percents
Converting Decimals, Fractions, and Percents
Working with Decimals, Fractions, and Percents
Rate, Work, and Mixture Problems
Section 1.4, “Statistics, Sets, Counting, Probability, Estimation, and Series,” includes:
Statistics
Sets
Counting Methods
Probability
Estimation
Sequences and Series
Examples:
Easy:
Makoto, Nishi, and Ozuro were paid a total of $780 for waxing the floors at their school. Each was paid in proportion to the number of hours he or she worked. If Makoto worked 15 hours, Nishi worked 20 hours, and Ozuro worked 30 hours, how much was Makoto paid?
$52
$117
$130
$180
$234
Answer:
Makoto, Nishi, and Ozuro. They work together for a combined 65 hours (15 + 20 + 30) and receive total payment of $780. If Makoto contributed 15 of those 65 hours, his pay will correlate directly with the percentage of total hours he logged.
15/65= x/780
X = $180
Medium:
After driving to a riverfront parking lot, Bob plans to run south along the river, turn around, and return to the parking lot, running north along the same path. After running 3.25 miles south, he decides to run for only 50 minutes more. If Bob runs at a constant rate of 8 minutes per mile, how many miles farther south can he run and still be able to return to the parking lot in 50 minutes?
1.5
2.25
3.0
3.25
4.75
Answer:
Bob can continue to run south for a specific distance but needs to ensure he can return to his starting point within his remaining time of 50 minutes. We know that Bob maintains a steady pace, running a mile every 8 minutes. So, with the time he has left, he can cover:
Distance in 50 min = 8miles / 1 min = x miles / 50 min = 6.25 miles
Total distance: 6.25 miles + 3.25 miles = 9.5 miles
Distance to go south = Distance to return, so let's divide the total distance by 2 = 9.5 miles / 2 = 4.75 miles
Extra distance = 4.75 miles - 3.25 miles = 1.5 miles
Medium:
If x and y are positive numbers such that x + y = 1, which of the following could be the value of
100x + 200y ?
I. 80
II. 140
III. 199
II only
III only
I and II
I and III
II and III
Answer:
Two positive numbers, x and y, which together add up to 1. You're asking which value we could possibly get if we solve the expression 100x + 200y. Whether it could be 80, 140 or 199?
Considering that x and y are positive and their sum is 1, it consequently means they both lie between 0 and 1. Therefore, if we multiply x (which is less than 1) by 100, the value must be less than 100. Similarly, multiplying y (which also is less than 1) by 200 also will give a result less than 200. Hence, when we add 100x and 200y, the sum should be between 100 and 300.
Given the options of 80, 140, and 199, only 140 and 199 fall within the mentioned range. Thus, the possible values for 100x + 200y could be either 140 or 199.
II and III only.
Medium:
Question:
If n = 20! + 17, then n is divisible by which of the following?
I. 15
II. 17
III. 19
None
I only
II only
I and II
II and III
Answer:
Let's take a closer look at this question. If n equals 20 factorial (or 20!) plus 17, which of the following is a factor of n? The choices presented are 15, 17, 19, or none, with a further query regarding the combination of these factors. Factorials can often be tricky, but with the tools and tactics provided by the MBA House core course, these calculations become a breeze.
In this case, consider what 20 factorial actually communicates: it's the product of all integers from 1 to 20. Therefore, n equals the product of every integer from 1 to 20, plus 17. To determine if a number is a factor of n, we need to check if our potential factors (15, 17, 19) can divide cleanly into n without leaving a remainder.
15: When 15 is divided into 20 factorial, there's no leftover. It fits neatly into our equation because 3 and 5, the prime factors of 15, are both less than 20 and present in the product. However, when 15 is divided into the 17, a remainder is left. Thus, 15 is not a factor of n.
17: Specifically in our equation, we see that 17 is added to 20 factorial. It's clear then that 17 is a factor of n, as it will divide cleanly, without any remainder, into both 20 factorial and the additional 17.
19: Just like with 15, 19 divides cleanly into 20 factorial, but not into the 17. So, it fails the clean division test and is not a factor of n.
II only (17)
To sum up, in this problem, n is only divisible by 17. Applying this knowledge and skills honed through GMAT prep with MBA House can simplify seemingly complex problems into manageable steps.
VERBAL REVIEW
Section 1.1, “Analyzing Passages,” includes these topics:
Arguments
Explanations and Plans
Narratives and Descriptions
Section 1.2, “Inductive Reasoning,” includes these topics:
Inductive Arguments
Generalizations and Predictions
Causal Reasoning
Analogies
Section 1.3, “Deductive Reasoning,” includes these topics:
Deductive Arguments
Logical Operators
Reasoning with Logical Operators
Necessity, Probability, and Possibility
Quantifiers
Reasoning with Quantifiers
Examples:
Reading Comprehension
Acting on the recommendation of a British government committee investigating the high incidence in white lead factories of illness among employees, most of whom were women, the Home Secretary proposed in 1895 that Parliament enact legislation that would prohibit women from holding most jobs in white lead factories. Although the Women's Industrial Defence Committee (WIDC), formed in 1892 in response to earlier legislative attempts to restrict women's labor, did not discount the white lead trade's potential health dangers, it opposed the proposal, viewing it as yet another instance of limiting women's work opportunities. Also opposing the proposal was the Society for Promoting the Employment of Women (SPEW), which attempted to challenge it by investigating the causes of illness in white lead factories. SPEW contended, and WIDC concurred, that controllable conditions in such factories were responsible for the development of lead poisoning. SPEW provided convincing evidence that lead poisoning could be avoided if workers were careful and clean and if already extant workplace safety regulations were stringently enforced. However, the Women's Trade Union League (WTUL), which had ceased in the late 1880's to oppose restrictions on women's labor, supported the eventually enacted proposal, in part because safety regulations were generally not being enforced in white lead factories, where there were no unions (and little prospect of any) to pressure employers to comply with safety regulations
The passage suggests that WIDC differed from WTUL in which of the following ways?
a) WIDC believed that the existing safety regulations were adequate to protect women's health, whereas WTUL believed that such regulations needed to be strengthened.
b) WIDC believed that unions could not succeed in pressuring employers to comply with such regulations, whereas WTUL believed that unions could succeed in doing so.
c) WIDC believed that lead poisoning in white lead factories could be avoided by controlling conditions there, whereas WTUL believed that lead poisoning in such factories could not be avoided no matter how stringently safety regulations were enforced.
d) At the time that the legislation concerning white lead factories was proposed, WIDC was primarily concerned with addressing health conditions in white lead factories, whereas WTUL was concerned with improving working conditions in all types of factories.
e) At the time that WIDC was opposing legislative attempts to restrict women's labor, WTUL had already ceased to do so.
Answer:
Inference
To answer this question you need to understand the differences between WIDC and WTUL as they are described in the passage. The only information about WTUL in the passage is that it had stopped opposing restrictions on women’s labor in the late 1880s, and that, because existing safety regulations were not being enforced, it supported the proposal to prohibit women from working in white lead factories. WIDC, on the other hand, was formed in 1892 specifically to oppose restrictions on women’s labor, and it opposed the proposal.
A. According to the passage, WIDC did believe that existing safety regulations, if enforced, could prevent lead poisoning. WTUL may or may not have believed that the safety regulations needed to be strengthened; all the passage states is that WTUL did not believe that the safety regulations were likely to be enforced.
B. The passage states that WTUL believed that because there were no unions to pressure employers, the employers would not comply with safety regulations. The passage does not present any information on which to base a conclusion about WIDC’s beliefs regarding union pressure on employers.
C. Based on information in the passage, both WIDC and SPEW believed that enforcing safety regulations could protect women against lead poisoning. WIDC supported SPEW’s position on the matter. WTUL believed that safety regulations were unlikely to be enforced because of the lack of unions.
D. The passage states that WIDC viewed the proposal to restrict women’s employment in white lead factories as an instance of legislation designed to limit women’s work opportunities—precisely the legislation that WIDC was formed to oppose. Thus, WIDC was not primarily concerned with the factories’ health conditions.
E. Correct. WIDC began opposing legislative attempts to restrict women’s labor in 1892 and continued to do so through at least 1895, when the Home Secretary proposed prohibiting women from working in white lead factories. WTUL stopped opposing restrictions on women’s labor in the late 1880s, before WIDC was even founded. Thus, the passage suggests that WTUL had stopped opposing restrictions on women’s labor well before WIDC worked to oppose such legislation.
The correct answer is E.
Critical Reasoning
Two works published in 1984 demonstrate contrasting approaches to writing the history of United States women. Buel and Buel's biography of Mary Fish (1736–1818) makes little effort to place her story in the context of recent historiography on women. Lebsock, meanwhile, attempts not only to write the history of women in one southern community, but also to redirect two decades of historiographical debate as to whether women gained or lost status in the nineteenth century as compared with the eighteenth century. Although both books offer the reader the opportunity to assess this controversy regarding women's status, only Lebsock's deals with it directly. She examines several different aspects of women's status, helping to refine and resolve the issues. She concludes that while women gained autonomy in some areas, especially in the private sphere, they lost it in many aspects of the economic sphere. More importantly, she shows that the debate itself depends on frame of reference: in many respects, women lost power in relation to men, for example, as certain jobs (delivering babies, supervising schools) were taken over by men. Yet women also gained power in comparison with their previous status, owning a higher proportion of real estate, for example. In contrast, Buel and Buel's biography provides ample raw material for questioning the myth, fostered by some historians, of a colonial golden age in the eighteenth century but does not give the reader much guidance in analyzing the controversy over women's status.
The primary purpose of the passage is to
a) examine two sides of a historiographical debate
b) call into question an author's approach to a historiographical debate
c) examine one author's approach to a historiographical debate
d) discuss two authors' works in relationship to a historiographical debate
e) explain the prevalent perspective on a historiographical debate
Answer:
Main Idea
This question requires understanding what the passage as a whole is attempting to do. The passage opens by introducing two books published in 1984 that both concern the history of women in the United States. The passage then makes it clear that one book deals directly (line 15) with the issue of women’s status, while the other does not. The passage then goes on to discuss the perspective that each book takes and what each book has to offer for an assessment of women’s status in the eighteenth and nineteenth centuries.
A. The two books discussed in the passage do not take different sides on a particular debate but rather are described as being more or less useful to the debate itself.
B. The passage focuses on how two different books contain information useful to a particular historiographical debate but does not call into question the approach of either book.
C. The passage focuses on two authors’ works, not one.
D. Correct. The passage discusses what two different books have to offer in relation to a particular historiographical debate.
E. The passage does not describe any perspective on a particular historiographical debate as being more prevalent than any other.
The correct answer is D.
Your GMAT Tutoring Success at MBA House in New York
MBA House uses a proven GMAT curriculum, refined over years of teaching more than 5,000 students, ensuring a solid foundation of necessary GMAT knowledge.
The tutoring program is personalized and adaptable, allowing it to cater to each student's unique study style, strengths, and weaknesses.
All tutoring, whether in-person or online, is done live, facilitating instant feedback and promoting a dynamic, interactive learning environment.
Personalized tutoring extends beyond the core course of over 50 hours, allowing for unlimited coverage of specific problem areas until the student is confident.
The MBA House's e-learning platform enhances the tutoring experience with thousands of detailed question explanations to cement understanding and application of GMAT concepts.
Previous students of MBA House have noted improvements in their GMAT scores as well as increased confidence in their test-taking abilities.
The option of online or in person tutoring offers flexibility for students to choose what suits their learning style and schedule best.
Shaping GMAT Success Stories: The MBA House Way
You might wonder why MBA House stands out in a crowded field of GMAT prep options. It's simple, much like the solution you're seeking for your GMAT preparation worries. At MBA House, we leverage a substantial arsenal of GMAT Focus Edition strategies and resources, engineered to transform your GMAT tutoring in New York experience into a success story.
Our competitive edge? It starts with the strong foundation of a core course spanning over 50 hours. The course encapsulates the minutia of the GMAT exam, creating a learning convergence of the exam's key areas. The convenience of accessing this core course either in person or online, brings flexibility to your study timeline and progression as well.
But we don't stop there. Unlike other GMAT prep options, we pair this core course with our robust e-learning platform. Loaded with over 1000 carefully explained questions, this platform dives deeper into your GMAT preparation like never before seen. By aligning our core course content with these meticulous questions, your learning curve skyrockets, ensuring every aspect of the GMAT exam is at your fingertips.
Perhaps most valuable of all, though, is our provision of unlimited private tutoring. This is where your GMAT preparation comes full circle. Private sessions with our seasoned and dedicated tutors bring learning to fruition. Tailoring each session to cater to your specific learning needs and answering your unique questions, our tutors ensure you are on the right path to GMAT success.
MBA House has partnered with reputable institutes like Menlo Coaching, Manhattan Review and others after teaching over 5000 students and creating a successful GMAT prep company. With over a decade of industry experience and numerous success stories, we believe in bringing to you a comprehensive, individualized, and winning strategy for your GMAT preparations.
So you see, at MBA House, we don't just provide resources; we pave the way for your GMAT success. Let's start your success story today.
