GMAT vs GRE

GRE Quantitative

vs

GMAT Quantitative

Structure of the GRE (Computer ‒based Test)

Measure Number of Questions Allotted Time

Analytical Writing - One section with two separately timed essays

One "Analyze an Issue" essay and one "Analyze an Argument" essay

30 minutes per essay

Two Verbal Reasoning sections

20 questions per section 30 minutes per section

Two Quantitative Reasoning sections

20 questions per section 35 minutes per section

One unscored section or research section. Neither one counts to your score

Varies Varies

GRE Pecularities

The Quantitative Reasoning (and Verbal Reasoning) measure is section-level adaptive. The computer selects the second section of a measure based on your performance on the first.

Within the section on which you are working you are free to skip questions that you might have difficulty answering and return later if you have time.

You are allowed to use a basic calculator on the Quantitative Reasoning sections. For the computer-based test, the calculator is provided on-screen.

GRE Scores

Measure Scores Reported

Verbal Reasoning 130–170, in 1 point increments

Quantitative Reasoning 130–170, in 1 point increments

Analytical Writing 0–6, in half point increments

Scoring of the Verbal Reasoning and Quantitative Reasoning measures is essentially a two-step process.

First a raw score is computed for each measure. The raw score for each measure is the number of questions answered correctly in the two sections for that measure.

The Verbal Reasoning and Quantitative Reasoning raw scores are then converted to scaled scores through a process known as equating. The equating process accounts for minor variations in difficulty from test to test as well as differences in difficulty among individuals’ tests introduced by the section-level adaptation (for computer – based test).

GRE Test-taking Tips

1. The raw score for the Verbal measure or Quantitative measure is the number of questions answered correctly in the two sections for that measure. Nothing is subtracted from a score if you answer a question incorrectly. Therefore, to maximize your scores, it is best to answer every question.

2. Work as rapidly as you can without being careless. Since no question carries greater weight than any other, do not waste time pondering individual questions you find extremely difficult or unfamiliar.

3. Within the section on which you are working you can go forward and backward. However, the majority of the test – takers will be pressed for time and won’t have an opportunity to go back to multiple problems at the end of the section. With this in mind, the following can be recommended:

Avoid “surfing” – clicking forward and backward through the questions searching for the easy ones. Do the questions in order as they appear, do not skip any questions.

If you are not sure of the answer of a difficult question, make an educated guess. Look for answers that you know are wrong, eliminate them, and take an educated guess.

Structure of the GMAT

GMAT Exam Section Number of Questions Allotted Time

Analytical Writing Assessment ("Analysis of an Argument" essay)

One essay 30 minutes

Integrated Reasoning 12 questions 30 minutes

Quantitative Section 37 questions 75 minutes

Verbal Section 41 questions 75 minutes

GMAT Pecularities

GMAT Quantitative Section (as well as Verbal Section) is computer adaptive. The next question is based on the previous answer, through an algorithm modifying the difficulty of every question. Therefore, it is not possible to skip any question, leave any question blank, or return to any previous question to verify or to correct it.

The test begins with randomized problems. Once it has accumulated a meaningful sample of responses, it will assign subsequent problems adaptively— increasing the overall difficulty if you are answering most problems correctly, and decreasing it if you are answering incorrectly.

As you answer more questions, the computer will refine its picture of the level of difficulty you are capable of handling. The higher the level of difficulty at which you end a test section, the higher your score will be.

The Integrated Reasoning (IR) section is not computer adaptive. Nonetheless, you are not allowed to skip questions or go to a previous screen to change your answers.

You are not allowed to use a calculator on the Quantitative Reasoning section. An on-screen calculator is allowed on Integrated Reasoning only.

http://en.wikipedia.org/wiki/Computer-adaptive_test

GMAT Scores

GMAT Exam Section Score Range Intervals

Analytical Writing Assessment

0.0 - 6.0 Intervals of 0.5

Integrated Reasoning 1 - 8 Intervals of 1

Quantitative Section 0 - 51 Intervals of 1

Scores of < 7 or > 50 are extremely rare

Verbal Section 0 - 51 Intervals of 1

Scores of <9 or >44 are extremely rare

Total Score 200 - 800 Intervals of 10

Scaled from Verbal & Quantitative

GMAT Test-taking Tips

1. Finish every section at all costs. It is absolutely essential to answer every

question. The GMAT test-writers explicitly state that "there is a severe penalty for not completing the GMAT test."

2. Pace wisely-do not be stubborn with difficult questions. GMAT questions are designed such that you should be able to solve them in two minutes without tedious calculations. Remember that spending exorbitant time on a question often fails to pay off with a correct answer. The worst part of draining your time on a question you likely will miss anyway is the fact that you are stealing time from future questions you know how to do and could answer correctly (presuming you have time left).

3. Eliminate wrong answers and guess. If you are unsure about what answer is correct, do not guess at random. Look for answers that you know are wrong, eliminate them, and take an educated guess.

Math Content Common for Both Tests

On both tests the skills, concepts, and abilities are examined in the four content areas: arithmetic, algebra, geometry, and data analysis. The content does not include trigonometry, calculus or other higher-level mathematics.

Arithmetic topics include following concepts and properties:

the number line; positive and negative numbers; absolute value

properties and types of integers, such as divisibility, factorization, prime

numbers, division with a remainder, odd and even integers

arithmetic operations, laws of arithmetic, exponents and roots

fractions and decimals

estimation

ratio and percent


Algebra topics include

factoring and simplifying algebraic expressions

solving linear and quadratic equations and inequalities

solving simultaneous equations and inequalities

contemplating functions and graphs of functions

contemplating sequences

setting up equations to solve “word problems”


Geometry topics include

parallel and perpendicular lines

triangles, including isosceles, equilateral and 30°-60°-90° triangles

the Pythagorean theorem and angle measurement in degrees

quadrilaterals and other polygons

congruent and similar figures

circles

three-dimensional figures

finding area, perimeter or volume of a geometric figure

coordinate geometry, including intercepts and slopes of lines


Data analysis topics include

basic descriptive statistics, such as mean, median, mode, range, and

standard deviation; analysis of frequency distributions

counting methods, such as combinations and permutations

elementary probability , such as probabilities of compound events,

dependent and independent events

What is Different?

Quantitative sections on the GRE can also include questions that test some additional concepts in the area of data analysis:

interquartile range, quartiles and percentiles, interpretation of data in tables and graphs, such as line graphs, bar

graphs, circle graphs, boxplots, scatterplots random variables and probability distributions, including normal and

approximately normal distributions.

Approximately Normal Distribution

Many natural processes yield data that have a relative frequency distribution shaped like a bell, as in the distribution below with mean m and standard deviation d.

Such data are said to be approximately normally distributed

Normal Distribution

Relative frequency distributions are often approximated using a smooth distribution curve for the tops of the rectangles in the histogram. The region below such a curve represents a distribution, called a continuous probability distribution. There are many different continuous probability distributions, but the most important one is the bell-shaped normal distribution.

Where is the Catch?

1. Both test measure high-order thinking abilities, problem solving skills,

reasoning skills, and the general quality of you education.

What particular abilities are associated with high-order thinking (not just knowing facts and formulas)?

Ability to deal with abstraction

Ability to find and recognize patterns

Ability to find and use hints and other assets effectively

Ability to think critically, find contrarian examples, and play devil’s advocate

Where is the Catch?

2. Both tests require some foundational knowledge, but none of that knowledge is particularly advanced. When math problems are difficult, they resemble puzzles. Difficult problems combine relatively basic concepts in unusual ways.

Consequently, you must look for traps the test-writers set for you:

Large or “inconvenient” numbers that prompt you to waste precious time on hard and unnecessary calculations.

Misdirection: selling the wrong answer and hiding the right answer

Making you think that you have enough information when you actually don’t

Making you think that you don’t have enough information when you actually do

To a considerable extent the type and compexity of a trap

depend on the question type

GRE Math Question Types

The Quantitative Reasoning measure has four types of questions: 1. Multiple-choice Questions — Select One Answer Choice

These questions are multiple-choice questions that ask you to select only one answer choice from a list of five choices.

2. Multiple-choice Questions — Select One or More Answer Choices These questions are multiple-choice questions that ask you to select one or more answer choices from a list of choices. A question may or may not specify the number of choices to select.

3. Quantitative Comparison Questions ask you to compare two quantities and then choose the statement from a list that most accurately describes the comparison.

4. Numeric Entry Questions require you to enter your answer in a box (for the computer-based test) or in a grid (for the paper-based test) instead of selecting an answer from a list.

Each question appears either independently as a discrete question or as part of a Data Interpretation set (based on the same data presented in tables, graphs or other displays of data).

GMAT Math Question Types

The Quantitative Reasoning Section on the GMAT has two types of questions:

1. Problem Solving Questions (aka Multiple-choice Questions — Select One Answer Choice). These questions are multiple-choice questions that ask you to select only one answer choice from a list of five choices. Another kind of multiple-choice question that appears on the GMAT is the Roman numeral-type question. These questions actually consist of three statements labeled I, II, and III. The five answer choices give various possibilities for which statement or statements are must, or could, or cannot be true.

2. Data Sufficiency Questions. Data sufficiency questions are designed to test your ability to analyze data and determine what information is necessary in solving a problem. In this case you are not trying to arrive at an answer. Your task is to determine whether the statements provide sufficient information for answering the question unambiguously.

http://www.platinumgmat.com/practice_gmat_questions/data_sufficiency_questions

http://www.platinumgmat.com/about_gmat/ds_understanding_sufficiency

GMAT Problem Solving Question

What is the value of √149,769 ?

(A) 313 (B) 358 (C) 382 (D) 387 (E) 403

GRE Quantitative Comparison Question

Quantity A Quantity B

1

4−

1

5+

1

6−

1

7+

1

8

1

4

(A) Quantity A is greater. (B) Quantity B is greater. (C) The two quantities are equal. (D) The relationship cannot be determined from the information given

GRE Quantitative Comparison Question

On a number line, the distance from A to B is 4, and the distance from B to C is 5.


The distance from A to C 9 (A) Quantity A is greater. (B) Quantity B is greater. (C) The two quantities are equal. (D) The relationship cannot be determined from the information given.

GRE Multiple-choice — Select One or More Answer

Choices

In 1980, the prices of certain type of houses in Town A ranged from $60,000 to $75,000. In 1990, the prices of the same type of houses ranged from $90,000 to $130,000. The percent increase in the prices of this type of houses in Town A between 1980 and 1990 could be which of the following?

Indicate all that apply.

A 15%

B 25%

C 60%

D 115%

E 160%

Similar GMAT and GRE Math Questions

GRE Multiple-choice — Select One or More Answer Choices Question

GMAT Roman numeral-type question

If a high school’s varsity tennis team is made up of 24 juniors and seniors, which of the following could be the ratio of juniors to seniors on the team?

Indicate all such ratios.

A 1: 2

B 1: 3

C 1: 4

D 1: 5

E 3 : 5

F 3 : 8

If a high school’s varsity tennis team is made up of 24 juniors and seniors, which of the following could be the ratio of juniors to seniors on the team?

I. 3 : 5 II. 3 : 8 III. 1 : 5

(A) I only (B) III only (C) I and III only (D) II and III only (E) I, II, and III

GMAT Data Sufficiency Questions

Remember that you are not trying to arrive at an answer. Your task is to determine whether the statements provide sufficient information for answering the question unambiguously.

Every data sufficiency question looks like this:

Question Stem: ……………………………? (1) Statement 1 gives some additional data. (2) Statement 2 gives some additional data.

(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.

http://www.platinumgmat.com/about_gmat/ds_understanding_sufficiency

GMAT Data Sufficiency Questions

The vast majority of data sufficiency questions fall into two possible categories: yes/no questions and the value questions. Although the format of each data sufficiency question is the same, the ability to differentiate between these two question types is an extremely valuable tool in mastering data sufficiency.

Yes/No Questions ask a question that needs to be answered with "yes" or "no". For a statement to be sufficient, the information it provides must enable you to answer the question with a "yes" or "no" under all legitimate circumstances. If the information from the statement allows you enough leeway that you can sometimes answer the question "yes" while at other times you can answer "no", then the statement is not sufficient.

The value Questions ask a question that needs to be answered with a definitive unique value. A statement is sufficient if it provides information that ensures that the answer to the question is always one and only one number.

GMAT Data Sufficiency Question

What is the value of 𝑥?

(1) 𝑥 < 6 (2) 𝑥 > 4



What is the value of 𝑥?

(1) 4 < 𝑥 < 6 (2) 𝑥 is an integer



If 𝑥 is the number of books on a shelf, what is the value of 𝑥?

(1) 4 < 𝑥 < 6 (2) 𝑥 is an integer.



Yesterday four students were selling tickets for a charity event. Did one of the students sell at least three tickets?

(1) Together four students sold 8 tickets yesterday. (2) No two students sold the same number of tickets.


Note that hard Data Sufficiency questions on the

GMAT could be trickier than any question on the

GRE.

Thus, in general, it is easer to get top math score

on the GRE than on the GMAT.

Study Tips fo Both Tests

1. Master the fundamentals. No number of tips can produce a top score if you

for example, do not understand prime numbers. There is only one way to guarantee a good score: learn the content

2. Practice under time constraints. Both tests are timed and you cannot expect your performance on an un-timed test practice to mirror your performance on a timed test.

3. Take numerous practice exams. Although working drill problems is important, it is crucial that you develop the stamina necessary to take the real test. Moreover, taking numerous practice exams is the best means to practice your pacing and time management on the test day.

4. Remember that mastered questions are better than more questions. It is essential that you re-do missed questions a few times over a period of a few weeks to ensure you do not repeat the mistake on test day. Then do and re-do more difficult questions using the most effective strategies.

General Quantitative Strategies

1. Reasoning. It means that you should master the content tested on the GMAT or GRE and apply reasoning to solve problems making calculations, setting up and solving equations, inequalities etc.

2. Avoiding Lengthy Computations. Virtually all GMAT questions and almost all GRE questions do not require lengthy computations. Since time is precious, it is absolutely essential that you not spend time on lengthy computations when a shorter method almost certainly exists. Consequently, if you find yourself beginning lengthy computations, re-think your strategy as there is almost certainly a quicker method. Remember that if you have numerical answers (or numbers to compare), they are your assets. Use your assets efficiently.

http://www.platinumgmat.com/gmat_study_guide/

http://www.platinumgmat.com/practice_gmat_questions/problem_solving_questions

Alternative Strategies for Problem Solving Questions

Backsolving. The essence of backsolving is that it seeks to solve a problem backward - by starting with the answer choices and putting them into the given equations or inequalities seeing which answer choice works. This strategy is effective if you have numerical answers for the question and these answers could be easily checked. Example: A rectangular door is twice as long as it is wide. If its perimeter is 20 feet, then the dimensions of the door are?

(A) 7 by 3

(B) 10 by 5

(C) 5 by 2.5

(D) 20

3 by

10

3

(E) 6 by 4

Example: A rectangular door is twice as long as it is wide. If its perimeter is 20 feet, then the dimensions of the door are?

(A) 7 by 3 (B) 10 by 5 (C) 5 by 2.5

(D) 20

3 by

10

3

(E) 6 by 4 Explanation

“Reasoning” “Backsolving” Let w be the width of the door; then 2w is the length of the door. The perimeter is 2(length) + 2(width). Then

2·2w + 2w = 20,

6w = 20 ⟹ w = 20

6 =

103

The length is 2w = 20

3 .

You can immediately rule out (A) and (E) because the numbers do not allow the length to be twice the width. See which answer choice makes the perimeter equal to 20. Try (B): 2·10 + 2·5 = 30. Wrong answer. Try (C): 2·5 + 2·2.5 = 15. Wrong answer. Since we have only one answer left, the correct answer is (D). Checking D:

220

3+ 2

10

3=

40

3+

20

3=

60

3= 20.

The correct answer is D

Alternative Strategies for Problem Solving Questions

Ballparking. In order to use this very effective method, you first make a quick guess of what the possible range of your answer will be or roughly estimate its value. Once you have made such a guess, you can easily eliminate all the other answers, which do not satisfy your estimation. This strategy doesn’t work well if all the choices are in the possible range, and it is particularly useful when the answers are scattered over a large range. Example:

The value of 109−102

108−103 is closest to which of the following?

(A) 1 (B) 10 (C) 102 (D) 103 (E) 104

Example: The value of 109−102


(A) 1 (B) 10 (C) 102 (D) 103 (E) 104

Explanation: “Ballparking” You can notice that the range of answers is very large, so we can use

ballparking to solve this question. 109 = 1,000,000,000, which is a large number. But 102 = 100, which is relatively small. In this case it is not important whether you subtract 100 from 1,000, 000, or not.

The numerator of this fraction is approximately 𝟏𝟎𝟗. 108 = 100,000,000 which is a large number. 103 = 1000, which is relatively small.

The very same idea let you estimate the denominator of this fraction as 𝟏𝟎𝟖.

109 − 102

108 − 103≈

109

108= 109−8 = 101 = 10

The correct answer is B.

Example: The value of 109−102


(A) 1 (B) 10 (C) 102 (D) 103 (E) 104

Explanation: “Reasoning” If you don’t use the ballparking technique, you could reduce this fraction, then divide the numerator by the denominator, round the result, and get the same answer, although after spending much more time.

109 − 102

108 − 103=

102(107 − 1)

102(106 − 10)=

10,000,000 − 1

1,000,000 − 10=

9,999,999

999,990= 10.000099 ≈ 10

The correct answer is B.

Alternative Strategy of “Picking Numbers”

Picking Numbers. The essence of picking numbers is that you pick numbers that meet the stipulations of the question stem and perform certain operations on these numbers. You then compare the outcome with the answer choices. Example: The price of a coat increased by 20 percent. A few days later the price decreased by 25 percent. What was the final change in the price of the coat relative to the original price of the coat?

(A) 10% increase (B) 10% decrease (C) 5% increase (D) 5% decrease (E) No Change

Alternative Strategy of “Picking Numbers” The essence of picking numbers is that you pick numbers that meet the

stipulations of the question stem and perform certain operations on these numbers. You then compare the outcome with the answer choices.

This strategy is very useful if you are asked about relative quantities (fractions, percentages, etc.). Just pick a convenient number! Example: The price of a coat increased by 20 percent, only to decrease by 25 percent. What was the final change in the price of the coat relative to the original price of the coat?

(A) 10% increase (B) 10% decrease (C) 5% increase (D) 5% decrease (E) No Change

Explanation “Reasoning” “Picking numbers” Let p be the initial price of the coat; pi – the price of the coat after the increase; pf - the final price of the coat. 1. 100%+20 %=120%, then pi is 120% of p, which means that

𝑝𝑖 =120

100∙ 𝑝 = 1.2 ∙ 𝑝

2. 100%-25 %=75%, then pf is 75% of pi , which means that

𝑝𝑓 =75

100∙ 𝑝𝑖 = 0.75 ∙ 𝑝𝑖

Then pf = 0.75(1.2 · p) = (0.75 · 1.2) · p = 0.9 · p. Decimal coefficient 0.9 is equivalent to 0.9 · 100% = 90%. Thus, the final price is 90% of the initial price of the coat, which means that there was (100 – 90)% = 10% decrease in the price of the coat.

Although this can be solved algebraically, it is much easier and quicker to pick $100 and perform the appropriate calculations:

1). A 20 percent increase (from $100) brings the cost of the coat to $120.

2). A 25 percent decrease (from $120) brings the cost of the coat to $90.

3). At a final price of $90, the net change in the price of the coat is a decrease of 10%.

The correct answer is B

Alternative Strategy of “Picking Numbers” Note that that picking numbers, finding numerical examples and contrarian

examples could be also extremely useful when you play devil’s advocate solving Data Sufficiency questions on the GMAT or Quantitative Comparison questions on the GRE (especially trying to prove D).

We have already applied “picking numbers” strategy to a hard Data Sufficiency question. Remember?

Example: Yesterday four students were selling tickets for a charity event. Did one of the students sell at least three tickets?

(1) Together four students sold 8 tickets yesterday. (2) No two students sold the same number of tickets.


Alternative Strategy of “Picking Numbers”

Now try to solve the following GRE question:

The ratio of the number of pens to the number of pencils in a bag was 4 to 5 before one pencil was removed.


The number of pens in the bag The number of pencils in the bag

(A) Quantity A is greater. (B) Quantity B is greater. (C) The two quantities are equal. (D) The relationship cannot be determined from the information given.

Курсы Расписание

Даты

ближайших

стартов

Преподаватель

GMAT Evening

(Upper-Intermediate)

68 ак.ч.

Пн, Ср, Пт

Verb+Math

19.00 – 22.00 (6 недель)

IR Суббота

10.00 – 17.00

3.04-5.05

Андреева О.К

Шмидт А.М.

Нагаева Е.И.

Пн, Ср, Пт

Verb+Math (6 недель)

IR Суббота

10:00 – 17:00

17.04-24.05

Андреева О.К

Шмидт А.М.


GMAT Weekend


68 ак.ч.

Cуббота

(Verb+Math+IR)

IR Суббота

10:00-18:30

(7 недель)

22.04-17.06

Андреева О.К.

Шмидт А.М.

Нагаева Е.И

GMAT Intensive


60 ак.ч.

29, 30 апреля

1, 6, 7, 8 мая (Verb+Math)

10:00-18:30

9.04-23.04

Андреева О.К.

Шмидт А.М.

GRE Weekend


40 ак.ч

Воскресенье

10:00 – 17:00

(6 недель)

2.04 – 21.05

Третьякова С.


Whichever test you choose to take, good luck!

Date post:	05-Apr-2017
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