Friday, June 11, 2010

Kaplan Diagnostic Quiz & Speed Math

Hi...
Work has kept me quite busy, so had left GMAT studies for sometime. It's time now.
Recap
Took the GMAT Diagnositc Quiz on Kaplan Premier's online companion. Scored 89% - 34 / 38 were correct answers. Got 1 wrong each in DS, PS, RC and CR. It was untimed.
To Do
While reviewing, there is 1 DS question I could not understand - will ask a friend - also, need to put it as a CP.
Another DS question took too long - must review that.
RC Strategy
In RC, writing what the para is talking about as short notes helps me. It's a PR method, but it seems to be working. It doesn't work in those passages where I have literally been unable to comprehend the meaning. To reduce the probability of that happening, I need to start taking out time to read (I used to be a voracious reader till time constrains brought my reading time down to near negligible). I also need to work on my vocab - I have Word Power Made Easy (WPME) by Norman Lewis. Maybe I should revisit it.
Speed Math
Have also been learning calculation shortcuts from Bill Handley's Speed Mathematics. It's actually quite fun and I've done a few chapters.
To Do
Do the chapter on decimal multiplication. Practise calculations.

Friday, March 19, 2010

CP #9

Question

Two positive numbers differ by 12 and their reciprocals differ by 4/5. What is their product?

(A) 2/15
(B) 48/5
(C) 15
(D) 42
(E) 60

Solution

Don't be afraid to assign variables even when none are given in the problem. "Two positive numbers differ by 12" can be written as:
xy = 12
And "their reciprocals differ by 4/5" can be written as:
1/y – 1/x = 4/5
(Note: Here, we've assigned x as the bigger of the two numbers and y as the smaller, so we've intuited that 1/y is the larger reciprocal and 1/x the smaller, and so arranged them in that order to write 1/y – 1/x = 4/5).
Now we have a system of two variables and two equations. Note that it is NOT necessary to solve for x and y, since we are being asked for the product, xy.
First, let's simplify the second equation by finding a common denominator for the terms on the left:
x/(xy) – y/(xy) = 4/5
(xy)/(xy) = 4/5
Note that the denominator is xy, which is exactly the quantity we want to find.
Since we know from the first equation that xy = 12, substitute 12:
12/(xy) = 4/5
60 = 4xy
15 = xy
The correct answer is (C) 15.
-------------------------------------------
It was a very simple question. I've highlighted where I made mistakes. Both were such stupid errors. Even if I hadn't figured the 2nd one, I would've solved it by an extremely long method.

Monday, February 1, 2010

Day 31...finally

Today is Day 31. Yes, today. Sorry, been busy with the new job. Still got lots of learning to do, but I've put together a plan for GMAT again. I hope I'll follow it this time.

Day 31:
Went through mainly Geo related self-made FCs.

Yes, that's it. But it's a start. Specially amidst such a chaotic work schedule.

Wednesday, December 30, 2009

Ok, no...I'm back!

Remember the last post? Scratch that. There will never be a "right time" to study for GMAT. This IS the right time. Just going to buy MGMAT's SC guide. I have 4 days to go through it once, since work starts 4th Jan. :-) Yey! I'm so glad to be hitting my books again! :-)

Tuesday, December 29, 2009

Long Break

Hi,
I'm changing jobs. And this new one is expected to keep me super busy. But, I'm excited about it because it's something I've wanted to do for sometime now! It also means I will not be studying for GMAT anymore. I'll get back to it probably after a year or so. Or sooner, or later. Depending on how things go. It sucks not being able to use my GMAT books anymore. OG12 hasn't even been touched yet. Hmmm...
Well, I hope I do get back to it soon enough. Let's see how work goes.

Happy studying till then!

Monday, December 14, 2009

Manhattan GMAT Sentence Correction Guide 4th ed in New Delhi

I have been frantically looking for this as I have lots of free time in the coming week. I called up Om Book Shop and guess what? They have it! I still don't have it in my hands, so I cannot confirm. Will confirm by tonight. Omg. I really hope they actually have it!!! Edit: They DO have it. :-)

And since my GMAT date is getting closer, I think the following post has done me some good. Def starting OG12 this week.
http://gmatclub.com/forum/760-in-5-weeks-you-can-do-it-87741.html

Saturday, December 12, 2009

CP #8

Here is the question I didn't get in my last PR test: 
Q. A man chooses an outfit from 3 different shirts, 2 different pairs of shoes, and 3 different pants. If he randomly selects 1 shirt, 1 pair of shoes, and 1 pair of pants each morning for 3 days, what is the probability that he wears the same pair of shoes each day, but that no other piece of clothing is repeated?
a) (1/3)^6 x (1/2)^3
b) (1/3)^6 x (1/2)
c) (1/3)^4
d) (1/3)^2 x (1/2)
e) (1/3)^2 x 5 
Solution:
I came up with an extremely simplified, but slightly longer solution, mainly because I didn't "get" the solutions posted completely. The method is still the same, but this is my explanation for why it is the way it is:
Suppose the shirts are - Y (yellow), G (green), W (white)
The shoes are - T (teal), V (violet)
And the pants are - R (red), L (lemon), A (aqua)
Yes, the man has a horrible sense of fashion. Let's call him Punk! 

Note: My explanation is based on a simple rule my math tutor taught me in school -- 'and' always translates into 'x' (multiplication) and 'or' always becomes '+' (addition). 

Now, the probability of him picking up a particular shirt, say Y = 1/3
This is the probability of each shirt, and so P(Y) = P(G) = P(W) = 1/3
Same for pants i.e. P(R) = P(L) = P(A) = 1/3
For shoes = P(T) = P(V) = 1/2

Day 1:
Mr. Punk can choose an outfit (Shirt & Shoes & Pants) by combining any of the above items.
P (choosing a shirt) = P(Y) or P(G) or P(W)
Similarly,
P (choosing a pair of shoes) = P(T) or P(V)
P (choosing a pair of pants) = P(R) or P(L) or P(A)

One of each item has to be picked up at the same time, so we will multiply the above. The equation is:
P (1Shirt, 1Shoe, 1Pant) = [ P(Y) + P(G) + P(W) ] x [ P(T) + P(V) ] x [ P(R) + P(L) + P(A) ]
The RHS (right hand side of the equation) can be put in words:
He must have picked either the Y 'or' G 'or' W shirt AND a T 'or' V shoe AND a R 'or' L 'or' A pant. I simply converted the 'or' to + & the AND to x.

P (1Shirt, 1Shoe, 1Pant) = (1/3 + 1/3 + 1/3) x (1/2 + 1/2) x (1/3 + 1/3 + 1/3)
= 3/3 x 2/2 x 3/3
= 1.

Most people can derive this by common sense, since the probability of him choosing n combination of outfits has to be 1, because although the combos may be different, the probability of him choosing 1 piece of clothing from each item is a 100% (he will not walk out half-naked!). Anyway, common sense is not so common, so I needed to explain this to myself.

Day 2:
Let us suppose that Mr. Punk picked out Y shirt, T shoes & R pants.
Here is where I had made a mistake. I had assumed that the items he could choose his day 2 outfits from had reduced. In reality, he once again had the same choice from 3 shirts, 2 shoes & 3 pants (yes, he doesn't send his clothes to the laundry after wearing them just once!)
Now the limitation of him choosing a different shirt & pants, and the same shoes, is what we have to look for i.e. what is the probability of that happening by chance, not by him deliberately choosing only from the remaining 2 shirts, etc.

The equation for day 2 will look like this:
P (1Shirt, 1Shoe, 1Pant) = [ P(G) + P(W) ] x [ P(T) ] x [ P(L) + P(A) ]
(since he's already worn the Y & R, and he has to choose only T again.)

P (1Shirt, 1Shoe, 1Pant) = (1/3 + 1/3) x (1/2) x (1/3 + 1/3)
= 2/3 x 1/2 x 2/3
= 2/9

Day 3:
Mr. Punk wore G shirt, T shoes & L pants on day 2.
For day 3, what is the probability of him wearing W shirt, T shoes & A pants?

P (W Shirt, T Shoe, A Pant) = P(W) x P(T) x P(A)
= 1/3 x 1/2 x 1/3
= 1/18 

Multiplying the final blue equations for days 1 AND 2 AND 3 (remember, AND => multiplication),
P (different shirt, pants, and same shoes, on the 3 days) = 1 x 2/9 x 1/18
= 1/81 or (1/3)^4 

PS. I've kept my earlier thoughts on the question...just in case I need them some day:
I made one MAIN mistake. I was thinking he had to choose a particular outfit, and I calculated the probability of that. That's why I was getting answer B I think. Anyway, after reading a couple of solutions posted on the web, I figured it out. We're looking for the probability of him not repeating that same outfit, and there IS replacement here! I had assumed that once shirt#1 is gone, he's left to choose between any of the remaining 2, when in fact he still has his 3 shirts to choose from, but now he can actually pick any 1 of the 2. This explanation is beginning to suck.
After some thought, I finally understood the solution. The solutions I found on GMAT forums helped.

Friday, December 11, 2009

Collective nouns

An excellent video tutorial on collective nouns by a Knewton guy on BTG.



I will definitely need to look at it a couple of times to get those damn rules literally inscribed on my brain.

Flashcard Advice

Here's my first real piece of GMAT advice I posted on a GMAT Club thread MGMAT Math Study Tips? (thread created by user "ant700gmat")

The query:
"Hey Guys,
I’m currently in the process of studying for the GMAT quant section using the MGMAT guides.
Do you have any tips on how to better remember the concepts/rules/formulas in the guides? Any advice would be helpful..
Thanks!"

My reply:
In one word, FLASHCARDS.

While you're going through a chapter, write down notes on concepts, formulas, etc. that are new to you, or you feel you need to commit to memory cos you may forget it.
Make flashcards out of these notes at the end of the chapter, to make review easier, and also to have a handy set of notes to refer to on the move.

A tip on the content of flashcards:
Convert the concept into a question, and put the answer on the back side of the flashcard. For example, if you've just learnt that 1 is not a prime number...put down "List the first 10 prime numbers" as a question, and you'll automatically cover the concept you were actually trying to recall. The reason I feel this is a better way is because sometimes, you tend to remember exactly what was written behind your flashcard, and well...it isn't really too helpful. By making a question out of it, you're APPLYING the formula/concept in a question format, which is a much better way to learn for the GMAT! Well, according to me.

The same goes for a formula. If you want to learn the area of a square, don't write "what is the formula for the area of a square?" Instead, make a question out of it. Eg. "If one side of a square is equal to 2 cms, what is the area of the square?" It's even better if you can make a question where you first have to figure out that the quadrilateral is actually a square (it's not given), and so once you figure out it's a square, you use the formula of a square's area. It will help you remember a lot of concepts, and you can have a lot of fun with it and come up with any number of questions on your own!

And yes, it is a time-consuming process (the last few flashcards I made have actually started to look like boring "what's the formula for simple interest?")...but I think it might be worth it. :-)

Day 29-30

Day 29:
Qs. 1-19 from PR VB3. Timed: 1.8 min/qs.

Day 30:
Qs. 20-26 from PR VB3. Timed. Done now.

Review & error log entry coming soon...