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Algebra
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Algebra
Functions Exponents

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3 parts to this Webinar
The Company Live Session Questions
Algebra
?
Live Session
12 minutes 120 minutes 20 minutes

Purpose of the Session
• Application of concepts in GMAT context

o Basic concepts covered in concept files
o Students attending this session should have gone through the concept files as a pre-
requisites for this session
• Process of solving questions
• Key Takeaways from the session to be noted down and applied while solving
questions
• Highlighting possible gaps in preparation

Progression of the Session
Concepts covered in the Webinar

• Linear Inequalities • Absolute Value Equations
• Quadratic Inequalities • Absolute Value Inequalities
Warm Up Quiz Apply in GMAT context
6 6 3
PS PS DS

Algebra o Basic Questions on Algebra
o Feedback about current conceptual knowledge

Warm-Up
Section o Solutions provided
o No detailed discussion of solutions!

Get a Pen and Paper

Warm Up – Q1
What is the range of values of y if 4𝑦 + 10 > −𝑦
A y < -2
B y > -2
C y<1
D y > -1

Warm Up – Q2
What is the range of values of y if 𝑥 − 𝑦 > −3 𝑎𝑛𝑑 − 2𝑥 + 3𝑦 > 4
A y < -2
B y > -2
C y<1
D y>1

Warm Up – Q3
How many non-negative integral values of m does the two given inequalities satisfy:
−4𝑚 − 𝑛 + 5 > 0 and n+5> 0
•A 1
•B 2
•
C 3
•
D 4

Warm Up Q1 – Feedback
What is the range of values of y if 4𝑦 + 10 > −𝑦
A y < -2
Moving “-y” to the left side Moving “+10” to the right side Dividing both sides of the
B y > -2 inequality by 5
C y<1 • 4y + 10+y > 0 • 5y > -10 • y > -2
D y > -1 • 5y + 10 > 0
• Basic knowledge of inequalities

What is the range of values of y if x - y > -3 and -2x + 3y > 4
A y < -2
Multiply x – y > -3 by 2 Adding the two inequalities
B y > -2
• 2x-2y > -6 -----------(1)
C y<1 • 2x-2y > -6
• -2x + 3y > 4 ---------(2)
D y>1
2x and -2x cancel each other out
• y >-2
• Comfortable solving two inequalities.

• Inequalities with the same sign can be added together.

How many non-negative integral values of m does the two given inequalities satisfy:
−4𝑚 − 𝑛 + 5 > 0
n+5 > 0
A
1 Adding both the inequalities Multiply by -1
B 2 • -4m > -10 • 4m < 10

4m > 10 10
C
3
• • m< = 2.5
4
• m=0,1,2
D 4
• Inequalities with the same sign can be added together and

• Sign of inequality changes when it is multiplied by a negative number.

Warm Up – Q4
What is the range of x for the inequality (x-2)(x-3) > 0?
A (2,3)
B (−∞, 2)
C (−∞, 2) & (3, ∞)
D (−∞, −2) & (−3, ∞)

Warm Up – Q5
𝑥−3
What is the range of values of x if 𝑥+4 < 0
•A (3, ∞)
•B −∞, 4
•
C −4, 3
•
D (−∞, −4) & (3, ∞)

Warm Up Q4 – Feedback 2
What is the range of x for the inequality (x-2)(x-3) > 0?
When (x-2)(x-3) can be >0 or “Positive”
Both (x-2) & (x-3) are positive Both (x-2) & (x-3) are negative
•
A (2,3)
1.(x-2) > 0 1.(x-2) < 0
•
B (−∞, 2) • x >2 • x<2
2. (x-3) >0 2. (x-3) < 0
•
C (−∞, 2) & (3, ∞)
• x >3 • x<3
•
D
(−∞, −2) & (−3, ∞)
Combining both the inequations Combining both the inequations
• x >3 • x<2
• Use Basic Conceptual Knowledge to get the correct answer.

• Positive x Positive and Negative x Negative is always positive.

What is the range of x for the inequality (x-2)(x-3) > 0? Visualize: Points on number line
x =2 and x = 3
Observations:
1. For x>3, (x-2)(x-3) is positive. 2. For 2<x<3, (x-2)(x-3) is negative. 3. For x<2, (x-2)(x-3) is positive.
• (x-2)= Positive • (x-2)= Positive • (x-2)= Negative

•
A (2,3)
• (x-3)= Positive • (x-3)= Negative • (x-3)= Negative
•
B (−∞, 2)
•
C (−∞, 2) & (3, ∞)
• Wavy-line method
•
D
(−∞, −2) & (−3, ∞) +ive +ive
2 -ive 3
• You know your concepts pertaining to wavy line method

𝑥−3
What is the range of values of x if 𝑥+4 < 0
Can we multiply both sides by (x+4) x+4 can be negative
or positive.
Multiply by (x+4)2 (Sign will not change)
(𝑥+4)2(𝑥−3)
• <0
A• (3, ∞) (𝑥+4)
• (x+4)(x-3) <0
•
B −∞, 4
c• −4, 3
• Wavy-line method
•
D
(−∞, −4) & (3, ∞) +ive +ive
-4 -ive 3
• You know your concepts pertaining to wavy line method

Warm Up – Q6
Which of the following inequalities is equivalent to |x+3| ≤ 5?
A 𝑥 ≤2
B 𝑥 ≥ −8
C −8 ≤ 𝑥 ≤ 2
D −2 ≤ 𝑥 ≤ 2

Visualize on
Substitute number line
|z| ≤ 5
x+3=z
Inequality
A
• 𝑥 ≤2
-5 -4 -3 -2 -1 0 1 2 3 4 5
-5 ≤ z ≤ 5
B
• 𝑥 ≥ −8
Replace
C
• −8 ≤ 𝑥 ≤ 2 z=x+3
-5 ≤ x+3 ≤ 5
D
• −2 ≤ 𝑥 ≤ 2
Add (-3)
-5-3 ≤ x+3-3 ≤ 5-3

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2
• -8 ≤ x ≤ 2
• Basic Absolute Value concept

• Interpreting absolute value as distance between two points

A• 𝑥 ≤2 • |x – (-3) | ≤ 5
• Distance less than or equal
B• 𝑥 ≥ −8 to 5 from -3
C• −8 ≤ 𝑥 ≤ 2
D• −2 ≤ 𝑥 ≤ 2
<100% - You have conceptual gaps that you need to bridge

Revise concept files again!

o Ensure that you have 200% clarity in concepts
Warm-Up
o If you scored less than 100% in these questions, then revise
recommended concepts from the course.
Overall
o GMAT Questions require much advanced level of application
Feedback of these concepts
o Thus, 200% clarity is required in your conceptual

knowledge!!

Wavy Line Method Application –
Complex Algebraic Inequalities
https://gmatclub.com/forum/wavy-line-method-application-complex-algebraic-inequalities-224319.html

GMAT Style Questions

600 – 700 Level Questions

Q1 – Linear Inequality – Question
What is the range of x if 16x + 32 > 48x + 96?
A -2 < x < 0
B -2 < x < ∞
C -∞ < x < -2
D −∞ < x < 2
E None of the Above

Q1 – Linear Inequality – Discussion
What is the range of x if 16x + 32 > 48x + 96?
Given: 16x + 32 > 48x + 96
Constraint: No constraint on the value of x
To find: Range of x
A -2 < x < 0
Rearranging the terms:
B -2 < x < ∞ 16x – 48x > 96 – 32
C -∞ < x < -2
-32x > 64
D −∞ < x < 2 Silly mistake!
Multiplying by -1 on both sides: Case if you don’t change the
sign of the inequality
E None of the Above 32x < -64
32x > -64
x < -2
x > -2
-∞ -2 0 ∞
1. Always change the sign of the inequality whenever you multiply an inequality by a negative value

Q2 – Linear Inequality – Question
What is the minimum value of the integer x, if
16x + 32 > 48x + 96, and
17 + 3x ≥ x + 6
A -5.5
B -5.0
C -4.5
D -3
E -2

Q2 – Linear Inequality – Discussion
What is the minimum value of the integer x, if 16x + 32 > 48x + 96, and 17 + 3x ≥ x + 6
A -5.5 Constraint: x is an integer Given: 16x + 32 > 48x + 96 → x < -2

17 + 3x ≥ x + 6
B -5.0 Solving the 2nd inequality: To find: Minimum value of x
C -4.5 17 + 3x ≥ x + 6
D -3 Silly mistake! 2x ≥ -11
Dividing by 2 on both sides:

E -2 Silly mistake!
x ≥ -5.5
-∞ - - - - - - - 0 ∞
6 5.5 5 4 3 2 1
3 possible values of x → -5, -4, and -3
1. Read the question statement properly and pay special attention to the constraints given in the question
2. At every step make sure that you keep the intermediate values within the given constraints
Q3 – Quadratic Inequality – Question
What is the range of values for z2 given that (z2 + 4) (z2 – 2) < 0?
A -4 < z2 < 2
B 0 ≤ z2 ≤ 2
C -∞ < z2 < 2
D 0 ≤ z2 < 2
E - √ 2 < z2 < √ 2

Q4 – Quadratic Inequality – Question
If z is an integer, how many values of z2 satisfy the inequality: (z2 + 4)(z2 – 2) < 0?
A 0
B 1
C 2
D 3
E 6

Q3 – Quadratic Inequality – Fundamental Approach
Given: (z2 + 4)(z2 – 2) < 0 To find: Range of values for z2
A -4 < z2 < 2
Solve the inequality Constraint: z2 is non- negative

B 0≤ z2 ≤2
C -∞ < z2 < 2 (z2 + 4)(z2 – 2) < 0 𝑧2 ≥ 0

So, 𝑧2 + 4 > 0
D 0 ≤ z2 < 2
(z2 – 2) < 0
E - √ 2 < z2 < √ 2
z2 < 2
0 ≤ z2 < 2

Q3 – Quadratic Inequality – Wavy Line Method
Given: (z2 + 4)(z2 – 2) < 0 To find: Range of values for z2
A -4 < z2 < 2
Wavy-line method
𝑆𝑢𝑏𝑠𝑡𝑖𝑡𝑢𝑡𝑒 𝑧 = x
2
B 0 ≤ z2 ≤ 2 Silly mistake!
C -∞ < z2 < 2 (x + 4)(x – 2) < 0
D 0 ≤ z2 < 2
-4 2
-ve
E -√2< z2 <√2 -4 < z2 < 2
0 ≤ z2 < 2
1. Read the question statement properly

2. Use the conceptual understanding that a perfect square is always non-negative
Q4 – Quadratic Inequality – Discussion
If z is an integer, how many values of z2 satisfy the inequality: (z2 + 4)(z2 – 2) < 0?
Given: (z2 + 4)(z2 – 2) < 0 To find: The number of values of z2
Constraint: z is an integer
A 0
Wavy-line method
B 1
𝑆𝑢𝑏𝑠𝑡𝑖𝑡𝑢𝑡𝑒 𝑧 2 = x
C 2 (x + 4)(x – 2) < 0
D 6 Silly mistake!
-4 2
-ve
E Cannot be determined -4 < z2 < 2
Silly mistake!
0 ≤ z2 < 2
Since z is an integer, z2 could be 0 or 1
1. Read the question statement properly

2. Use the conceptual understanding that a perfect square is always non-negative
o Basic application of concepts related to
o Changing the sign of the inequality when multiplied by a negative number
o Q1
o A perfect square is always non-negative (≥ 0)
o Q3, Q4
600 – 700 Level Questions o Wavy-line method
o Q4
Overview of o Simplifying an equation to bring it to a known form

o Q3, Q4
Q1-Q4 o Focus on the constraints on the variables

o Q2 – Q4
o Reading the question statement properly

o Q4

700 Level Questions

Q5 – Linear Inequalities – Question
x and y are positive integers such that x + 2y > 20 and 3x – 30 < -y. What is the positive difference
between the minimum possible value of x and minimum value of y?
A -6
B 0
C 1
D 4
E 6

Q5 – Linear Inequalities – Discussion
x and y are positive integers such that x + 2y > 20 and 3x – 30 < -y. What is the positive difference between the
minimum possible value of x and minimum value of y? Given: 𝑥 + 2𝑦 > 20
3x − 30 < −𝑦
To find: Positive difference
A -6 Constraint: x and y are positive integers between min. x and min. y
B 0 Took max value of x Standard form Solve the inequalities Find the answer
Inequality 1 Multiplying (1) by 3 x<8 y>6
C 1 x + 2y > 20  3x + 6y - 60 > 0 -- (3) (x >0)
x + 2y - 20 > 0 --- (1)  -3x – y + 30 > 0 -- (4)
Min x = 1 Min y = 7
D 4 Inequality 2 Adding (3) and (4)
3x – 30 < -y  5y - 30 > 0
E 6 3x + y – 30 < 0  y – 6 > 0 -- (5)
-3x – y + 30 > 0 -- (2)  y > 6 -- (6) Difference
Adding (5) and (2) y – x = 7-1 = 6
 -3x + 24> 0
 -x > -8
 x<8
1. Convert inequalities into standard form to solve them accurately

2. Positive difference between two numbers = Larger number – Smaller number
Q6 – Quadratic Inequalities – Question
1 1 2 1
If r and s are variables such that 2 − 2 > −9 and 2 − 2 < 7, which of the segments best
r s r s
represents the overlap zone for values of r and s?
1 1
A (-∞, − 4), (4, ∞)
1 1
B (− 4, 4)
1 1
C (-∞, − 5), (5, ∞)
1 1
D (- 5, 5)
1 1
E (-∞, - ), ( , ∞)
5 4

Q6 – Quadratic Inequalities – Discussion
1 1 2 1
If r and s are variables such that 𝑟 2 − 𝑠2 > −9 and 𝑟 2 − 𝑠2 < 7, which of the segments best represents the overlap zone
for values of r and s?
Given: 1
−
1
> −9 and
2
−
1
<7 To find: Overlap zone for r and s
𝑟2 𝑠2 𝑟2 𝑠2
1 1
A (-∞, − 4), (4, ∞)
Constraint: No constraints on r and s
1 1
B (− 4, 4)
Standard form Solve the inequalities Identify overlap zone
1 1 1 1
C (-∞, − 5), (5, ∞) Substitute 𝑟 2 as x and 𝑠2 as y
1 1
D (- 5, 5) Inequality 1 Inequality 2
x - y > -9 2x – y < 7
1 1 x - y + 9 > 0 --- (1) 2x - y - 7 < 0
E (-∞, - 5), (4, ∞) -2x + y + 7 > 0 -- (2)
Silly mistake!

Q6 – Quadratic Inequalities – Discussion
1 1 2 1
If r and s are variables such that 𝑟 2 − 𝑠2 > −9 and 𝑟 2 − 𝑠2 < 7, which of the segments best represents the overlap zone
for values of r and s?
Given: 1 − 1 > −9 and 2 − 1 < 7 To find: Overlap zone for r and s
2 2 𝑟 𝑠 2 2 𝑟 𝑠
1 1
A (-∞, − ), ( , ∞)
4 4 Constraint: No constraints on r and s
1 1 Adding (1) and (2) 1 1
B (− , ) Inequality 1 <16 <25
𝑠2
4 4  -x + 16 > 0 -- (3) 𝑟2
x-y+9>0 --- (1) 1 1
 x < 16 < 𝑟 2
25
< 𝑠 2
C 1 1 16
(-∞, − ), ( , ∞) 1 1
5 5 𝑟 2 - 16 > 0 𝑠 2 - 25 > 0
Inequality 2 Adding (3) and (1)
𝟏 𝟏 𝟏 𝟏
D
(-
1 1
, )
-2x + y + 7 > 0 -- (2)  -y + 25 >0 (𝐫 − )(𝐫 + ) > 𝟎 (𝐬 − )(𝐬 + ) > 𝟎
𝟒 𝟒 𝟓 𝟓
5 5  y < 25
E 1 1
(-∞, - ), ( , ∞) Overlap zone
5 4
Silly mistake! r r 1 1
(-∞, − ), ( , ∞)
1 4 4
1 −1 1
− 5
4 5 4
1. Overlap zone is the zone which contains values common to all the variables under consideration
o Basic application of concepts related to
o Converting inequalities into Standard form
o Q5
o Wavy-line method and identifying overlap zone
700 Level Questions o Q6
o Simplifying an equation to bring it to a known form
Overview of o
o Q6
Focus on the constraints on the variables
Q5-Q6 o
o Q5
Reading the question statement properly
o Q5

Absolute Value Questions

Q7 – Absolute Value– Question
600 Level Question
z is an integer such that |z| < 6. Is z positive?

1. |z - 2|>3
2. |z|=2
A Statement (1) ALONE is sufficient, but statement (2) alone is not sufficient.
B Statement (2) ALONE is sufficient, but statement (1) alone is not sufficient.
C BOTH statements TOGETHER are sufficient, but NEITHER statement ALONE is sufficient.
D EACH statement ALONE is sufficient.
E Statements (1) and (2) TOGETHER are NOT sufficient.

Q7 – Absolute Value – Steps 1 and 2
– Question Statement Analysis
Is z positive?
To find: Is z positive?
Constraint: • z is an integer.
• |z |< 6 -6 < z < 6
11 possible values of Z ranging from -5, -4…0, 1,…+5

Q7 – Absolute Value – Step 3 – Statement 1 Analysis
|z-2|>3
Is z positive?
Statement 1: |z-2|>3
|z-2|>3
Can we write |z-2|>3 as: -3 < z-2 < 3
This is true
• z-2 > 3 • z-2 < -3
when |z-2| < 3
o z>5 • -6 < z < 6 o z < -1
Substitute
No integral value o -6 < z < -1
• z-2=t
between 5 and 6
All values are negative
• |t| > 3
Visualize |t|>3 on number line
So, z can be both,
t < -3 |t|<3 t>3 positive and negative ??
Statement 1 is sufficient
-5 -4 -3 -2 -1 0 1 2 3 4 5

1. |z|=2
Is z positive?
Statement 1: |z|=2
Z= +2 and -2
Statement 2 is NOT sufficient
Correct Answer - A
1. Pay close attention to the sign of the inequality

2. Be mindful of the implicit constraints given in the questions
Q8 – Absolute Value – Question
700 Level
Is a < b? Question
I. |a – b| = b – a
a
II. <1
b

Is a < b?
To find: Is a < b?
Constraint: No constraint
Nothing much is given in the question statement.

Is a < b?
Is a < b?
Statement 1: |a – b| = b – a
b −a≥0
|x| = y
b ≥a
y is equal to absolute
value of a number
Two conditions possible
y is non-negative number
a=b
a<b
y≥ 0

Is a < b?
Is a < b?
𝑎
Statement 2: <1
𝑏
Case 1 : b > 0 a<b
Case 2 : b < 0 a>b

Q8– Absolute Value – Step 5
– Combining both Statements together
Is a < b?
Is a < b?
𝑎
Statement 1 - |a – b| = b – a Statement 2: <1
𝑏
B
a=b a<b
a<b a>b C
a<b
E Silly mistake!
Both conditions together are sufficient
Correct Answer - C
1. The absolute value is always non-negative (≥0)

2. Always change the sign of the inequality whenever you multiply an inequality by a negative value
700 Level
Is z > 2? Question
1. |(z-2)2| > 4
2. |8x – 4k| = z, where x , k are variables

Is z > 2?
To find: Is z > 2?
Constraint: No constraint
Nothing much is given in the question statement.

Is z > 2? Is z > 2?
Statement 1: |(z-2)2| > 4
(z−2)2> 22
|(z−2)2|
(z−2)2– 22 >0
(z-2-2)(z-2+2) > 0 A square of any number is
always non-negative
(z-4)(z) > 0
Modulus doesn’t impact
z z
|(z-2)2| > 4 ➔ (z-2)2 > 4
0 4
z<0 z>4

Is z > 2? Is z > 2?
Statement 2: |8x – 4k| = z
z ≥0
Case 1: z > 0
Case 2: z = 0

Q9 – Absolute Value – Step 5 – Combining both Statements
together
Is z > 2?
Statement 1 - |(z-2)2| > 4 Statement 2: |8x – 4k| = z
A
z<0 z=0
z>4 z>0 B
z>4
D
Both conditions together are sufficient

E Silly mistake!
Correct Answer - C

GMAT Quant can be MASTERED
You can improve from a low Quant score, if you
focus on learning!!

Krish
GMAT 740
(Q51, V38)
Learn more
1. Failed in traps initially

2. Focused on solving
questions the right way
3. Changed his approach in
DS
4. Scored Q51

Leonardo GMAT 750 (Q49, V44) + Wharton admit
Background
• Was unable to cross Q45 despite
working really hard.
What helped him Improve to Q49

• Methodical approach – to avoid
repeat mistakes
• Used analytics – Isolate weakness
• Selective Practice – Quant
Scholaranium
Admitted to Stern, Tepper,

Video Debrief: https://e-gmat.wistia.com/medias/pvm1ifhx6f and Wharton

Mazibar
Q30(20p.) to Q45 (59p.)

Guillermo Gonzalez - 710 (Q38 to Q50 improvement)
Background
• Had a starting score of Q38 (38
percentile.
Improvement to Q50 (87 Percentile)

• Focused on learning
• Obtained accurate estimate of
ability in each area
• Followed a process to track
improvement
Received Interview invite (and possibly admission) from

Video Debrief: https://e-gmat.wistia.com/medias/j0rlmyaxgs Wharton. At Q38, Wharton (Quant focused school) seemed a
distant dream

To ace GMAT Quant …
Focus on Learning and adopting
good habits….

• Ensure that you have 200% clarity in the concepts
• Ensure that you solve questions in a step by step fashion
• Become an active reader of question statement

Concluding • Trust the test maker – He will not throw anything at you that you
cannot solve.
Remarks
• Believe in your skills – You have everything in your arsenal to solve
any such problems

1. Review ALL Algebra Concepts in the Free Trial
1. Linear Inequalities
2. Quadratic Inequalities
3. Absolute Value Equations
4. Absolute Value Inequalities
Next Steps 2. Solve Practice Questions in the Shared PDF - 2
3. Solve Algebra questions in Scholaranium - 35

Questions for your Practice!!

If PQ > 0 and |P|Q = 1, then what is the value of P?
I. |P|=P
II. |Q|=Q

If PQ > 0 and |P|Q = 1, then what is the value of P?
To find: Value of P
|P|Q = 1
Constraint: PQ > 0
Case 1: P > 0 and Q > 0  Either
Case 2: P < 0 and Q < 0 1. |P| = 1, Q is any integer ✓

|P|Q = 1
because |P| can’t
be negative
2. |P| = -1, Q is any even x
integer
|P| = 1
because Q ≠ 0 3. Q = 0, |P| is any non-zero x
integer
P=1 P = -1
So, two values of P are possible: 1, -1
Q>0 Q<0

• P=1 • P = -1
P=?
• Q>0 • Q is negative integer
Statement 1: |P|=P
P is non-negative
P≥0
Thus P = 1

• P=1 • P = -1
• Q>0 • Q is negative integer P=?
Statement 1: |Q|=Q
Q is non-negative
Q≥0
Each statement is sufficient

P>0
Correct Answer - D
Thus P = 1
1. In DS questions, it is extremely important to analyze the question statement before moving to Statement Analysis
If |P| ≠ 1 and |P|Q =1, then what is the value of P?
1. |P|=P+Q
2. |Q|=P-2

If |P| ≠ 1 and |P|Q = 1, then what is the value of P?
To find: Value of P
Constraint: |P| ≠ 1
|P|Q = 1
P≠ 1 or -1
 Either
because |P| ≠ 1 1. |P| = 1, Q is any integer x

|P|Q = 1
because |P| can’t
be negative
2. |P| = -1, Q is any even
integer
x
P is any non-zero integer other than -1 or 1
P≠ 0, 1 or -1 3. Q = 0, |P| is any non-zero
integer
✓

Q11 – Absolute Value – Step 3
– Statement 1 Analysis
• Q=0
• P any number other than -1, 0, 1 P=?
Statement 1: |P|=P + Q
|P| = P + 0
|P| = P
Statement 1 is not sufficient
P is non-negative
P≥0
P can be any positive integer

Q11 – Absolute Value – Step 4
– Statement 2 Analysis
• Q=0
• P any number other than -1, 0, 1 P=?
Statement 1: |Q|=P – 2
0=P-2
Q=0
P=2
Correct Answer - B
1. In DS questions, it is extremely important to analyze the question statement before moving to Statement Analysis

E GMAT Live Session Algebra Upgrade V2.2.02

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Algebra

QUANT LIVE SESSION

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The Company Live Session Questions

12 minutes 120 minutes 20 minutes

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Avg 732, +2 Points Avg 718, +5 Points Avg 732, +8 Points

e-GMAT 1,230 e-GMAT 65

Book Based Approach Private Tutor Approach

Book based architecture Private Tutoring based

1. Create a path to 2. Learn all the concepts 3. Know how to apply

4. Attain a level of mastery

1. Very Comprehensive learning

3. Application of 1. Very limited focus on application.

4. Evaluation for 1. Only at the mock test level.

Gives your feedback on the concepts that you need

Ensures that you know how to apply concepts,

4. Evaluation for Evaluates your performance frequently, giving your

2. How do I evaluate whether I have truly learned a

Book Based Approach Private Tutor Approach

Book based architecture Private Tutoring based

Target Verbal Score Target Quant Score

Verbal Driven Study Plan V42 Q47

Quant Driven Study Plan V38 Q50

3 different study plans: https://e-gmat.com/blogs/gmat-study-plan-benefits-study-plans-100-score-improvement/

Arithmetic: 93 Percentile SC: 93 Percentile

Algebra/Geo: 79 Percentile CR: 83 Percentile

Starting Level Target Level Starting Level Target Level

Gives your feedback on the concepts that you need

Ensures that you know how to apply concepts,

4. Evaluation for Evaluates your performance frequently, giving your

Gives your feedback on the concepts that you need

Ensures that you know how to apply concepts,

4. Evaluation for Evaluates your performance frequently, giving your

Starting Level Target Level

Gives your feedback on the concepts that you need

Ensures that you know how to apply concepts,

4. Evaluation for Evaluates your performance frequently, giving your

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2. How do I evaluate whether I have truly learned a

And a good percentage of those 6% use e-GMAT

The Company Live Session Questions

12 minutes 120 minutes 20 minutes

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• Application of concepts in GMAT context

• Process of solving questions

• Highlighting possible gaps in preparation

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Concepts covered in the Webinar

Warm Up Quiz Apply in GMAT context

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o Feedback about current conceptual knowledge

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What is the range of values of y if 4𝑦 + 10 > −𝑦

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What is the range of values of y if 𝑥 − 𝑦 > −3 𝑎𝑛𝑑 − 2𝑥 + 3𝑦 > 4

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What is the range of values of y if 4𝑦 + 10 > −𝑦

C y<1 • 4y + 10+y > 0 • 5y > -10 • y > -2

• Basic knowledge of inequalities

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