Greetings and thanks for visiting Bell Curves. We look forward to helping you achieve your best possible GMAT score. Our goal is to provide every student with all the resources and instruction needed to achieve his or her best possible GMAT score. Some of the key features of our course:
more experienced teachers
more teaching hours
more comprehensive and accurate materials
more support
To make your decision to choose us over the competition easier I've included a brief sample lesson to demonstrate how Bell Curves' process oriented approach to test-taking helps you get better results.
A common practice of other GMAT courses is to offer students only a topical introduction to each area of the GMAT and require that the student make the connection between the rules tested and the application and recognition of those rules on the GMAT. In contrast, our classes are designed to expose test-takers of all levels to not only the basic presentation of GMAT concepts, but also to more complex presentations. This approach gives all test-takers, regardless of level, a deeper understanding of each concept as it will appear on the GMAT. Let's try a sample lesson:
Terms:
Integer: A number that contains no decimal or fraction (3, -3, and 0 are all integers but 3.5, -2.1 and 11.5 are not).
Multiple: Any integer that is the result of multiplying one integer by another integer (4, 8, and 16 are multiples of 4 but 2, 1 and 7 are not).
Factor: Any integer that can divide into another integer with no remainder (1, 2, and 4 are factors of 4 but 3, 8 and 7 are not).
Concept Walkthrough:
Question 1. If x is an integer, then 3x must be
Answer: a multiple of 3, since 3x is the result of multiplying by 3.
Question 2. If x is an integer, then 3x + 3 must be
Answer: a multiple of 3, since you are adding one multiple of 3 (3x) to another (3).
Question 3. If x is an integer multiple of 6 and 4, then x must be
Answer: a multiple of 24, since x must be a multiple of the least common multiple of 6 and 4.
Question 4. If 5! = x, then x must be
Answer: a multiple of 2, 3, 4, and 5
- also a multiple of 6 (least common multiple of 2 and 3), 10 (lcm of 2 and 5), 24 (lcm of 2, 3, and 4), etc.
Question 5. If x is a multiple of 24, then x must be
Answer: divisible by all factors of 24
QID: 5318
If x is a positive integer, is x a multiple of 60?
(1) x is a multiple of 4.
(2) x is a multiple of 15.
Bell Curves' Approach
1. Translate the Given Question
From the discussion of multiples and factors you would have learned that to be a multiple of 60 you must be a multiple of all of 60's factors, therefore the real question can be stated:
Is x a multiple of 2 x 2 x 3 x 5?
2. Translate the statements
(1) x is a multiple of 2 x 2 - this is insufficient since this does not state whether x is also a multiple of other numbers.
Eliminate choices A and D
(2) x is a multiple of 3 x 5 - again insufficient.
Eliminate choice B
(C) together you know that x is a multiple of 2 x 2 x 3 x 5, and thus must be a multiple of 60. - sufficient.
Other Companies' Approach
1. Read the question
By simply reading it and not translating it it's difficult to see whats really being asked.
2. Go to the Statements
(1) x is a multiple of 4.
Try various numbers for x to see if you can figure out what you've been told:
x = 4, 8, 12...
This seems to indicate that x will never be a multiple of 60.
(2) x is a multiple of 15.
Again trying various numbers for x would seem to indicate x is not a multiple of 60:
x = 15, 30, 45...
(C) together what numbers can satisfy both statements becomes much more difficult to find and the student attempting to plug in begins to panic over time.
While tricks like plugging in numbers can be useful they are limited and unless backed up by sound knowledge they can do more harm then good.
The distinction between a good test-taker and a person who has memorized rules is that the good test-taker knows the rules and understands how and when to use those rules. The definitions, rules, and formulas you learn will appear on the GMAT in several different ways. You have not completely learned a new rule or formula unless in addition to memorizing the statement, you have also learned to recognize WHEN and HOW this rule is tested.Ê As part of any Bell Curves' course we provide you with significant practice for each concept we teach you.
Here are a few new properties questions drawn from Bell Curves' GMAT Center (which contains over 5000 questions) to test how well you've mastered the lesson above:
QID: 2044
Is k a multiple of 14?
(1) k > 13!
(2) k = m!,
where m is an integer greater than 6.
QID: 2721
A local club has between 24 and 57 members. The members of the club can be separated into groups of which all but the final group, which will have 3 members, will have 4 members. The members can also be separated into groups so that all groups but final group, which will have 3 members, will have 5 members. If the members are separated into as many groups of 6 as possible, how many members will be in the final group?
(A) 6
(B) 5
(C) 3
(D) 2
(E) 1
Detailed explanations for both questions are available on www.gmat.bellcurves.com. You must have an account to be able to use the QUESTION SEARCH (QID) feature of the site.
Classes start each month and enrollment in each class is limited.
Our methods are tested and proven. In one analysis of our results on a group of mixed students measured against a control the students in BC programs outperformed those in other programs of study by almost 70%. If you take your admission to business school seriously, you will soon learn that you must take your GMAT score seriously. There is no more serious and effective way than this course.To view available classes click here.
We wish you all the best in your pursuit of a MBA regardless of who you choose to help with the GMAT. Please feel free to contact us if you have any questions about the GMAT or the B-School application process.
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Skills Needed For a GREAT Score
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• Knowledge - All questions are based on base knowledge of certain rules, principles, and formulas. Any preparation should begin with learning the fundamental formulas, without this knowledge all the strategy and "tricks" are useless.
• Recognition - Don't simply memorize rules. You can't apply a rule if you don't recognize that the rule is being tested. Do not simply memorize how to approach a problem, learn the indicators that a particular topic is being tested. On harder problems, the topic tested will be more difficult to recognize learn how to recognize.
• Execution - Your ability to accurately apply your knowledge to a given problem will ultimately determine whether you get a question right or wrong. Make sure your calculation skills in math are sharp. Make sure your ability to recognize accurate paraphrases in verbal.
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