The document provides an overview of the GMAT exam. It discusses that the GMAT is a preferred entrance exam for MBA programs worldwide, with over 90,000 exams administered annually. It also reviews the test format, including the quantitative and verbal sections, analytical writing assessment, and integrated reasoning section. Test scores range from 200 to 800, with most scores falling between 400 and 600. The document then provides tips for studying for the GMAT, including reviewing math and English fundamentals, becoming familiar with test-taking strategies, and taking practice exams. Key study strategies are highlighted, such as knowing the content thoroughly, reading extensively, managing stress, recognizing multiple solutions, and maintaining self-confidence on test day.

1. Crack The
Mini Workshop
March 24, 2015
Ken Globerman
ken.globerman@globalgroupventures.com

2. BASIC
FACTS
ABOUT
GMAT
GMAT – BASIC FACTS
GMAT is the preferred entrance exam by 6,000+ top MBA
programs worldwide.
Your GMAT score is one of the critical elements of your
MBA application. Admissions officers and employers place
significant value on it.
The GMAT is offered in 150+ countries (including Poland).
Over 90,000 tests were administered in the 2012/13
academic year.
The GMAT is organized by the Graduate Management
Admissions Council (GMAC) (www.mba.com).
Taking the GMAT isn’t cheap. Cost ≈ $250.

3. WHY GMAT? (why MBA?)

4. TEST
OVERVIEW
THE GMAT FORMAT

5. 5
Twi4er:
@KenGloberman
GMAT IS ADMINISTERED ON COMPUTER

6. COMPUTER ADAPTIVE TESTING (CAT) APPROACH

7. HOW IS THE GMAT SCORED?
o Scored from 1 to 8 in single-digit intervals
200
800
400
600
500
700
2/3rd
of
test
takes
score
between
400
and
600
300
I: QUANTITATIVE AND VERBAL SECTIONS COMBINED
III: INTEGRATED REASONING
o Scored from 0 to 6 in half-point intervals
II: ANALYTICAL WRITING ASSESSMENT
89th
%ile
750
=
98th
%ile
Median

8. 8
Twi4er:
@KenGloberman
WHAT SCORE DO I AIM FOR ???

9. General Study Guide
(Target: 5-10 Hours/Week for 3-4 Months)
Review Fundamental Math Principals and Standard
Written English Language for GMAT
Become a GMAT Test Taking Strategy Expert
Take 3 to 5 Practice CAT Exams
GETTING PREPARED

12. 12
Twi4er:
@KenGloberman
SOURCES OF ONLINE CAT PRACTICE EXAMS
www.mba.com

13. SOURCES OF ONLINE CAT PRACTICE EXAMS
www.manhattanprep.com

14. VERBAL SECTION
• Reading Comprehension
• Critical Reasoning
• Sentence Correction
QUANTITATIVE SECTION
• Problem Solving
• Data Sufficiency
DRILLING DOWN ON THE GMAT

15. READING COMPREHENSION
Schools expect textbooks to be a valuable source of information for students. My research suggests, however,
that textbooks that address the place of Native Americans within the history of the United States distort
history to suit a particular cultural value system. In some textbooks, for example, settlers are pictured as
more humane, complex, skillful, and wise than Native Americans. In essence, textbooks stereotype and
depreciate the numerous Native American cultures while reinforcing the attitude that the European conquest
of the New World denotes the superiority of European cultures. Although textbooks evaluate Native
American architecture, political systems, and homemaking, I contend that they do it from an ethnocentric,
European perspective without recognizing that other perspectives are possible.
One argument against my contention asserts that, by nature, textbooks are culturally biased and that I am
simply underestimating children's ability to see through these biases. Some researchers even claim that by the
time students are in high school, they know they cannot take textbooks literally. Yet substantial evidence
exists to the contrary. Two researchers, for example, have conducted studies that suggest that children's
attitudes about particular cultures are strongly influenced by the textbooks used in schools. Given this, an
ongoing, careful review of how school textbooks depict Native Americans is certainly warranted.
Which of the following would most logically be the topic of the paragraph immediately following the
passage?
(A) specific ways to evaluate the biases of United States history textbooks
(B) the centrality of the teacher's role in United States history courses
(C) nontraditional methods of teaching United States history
(D) the contributions of European immigrants to the development of the United States
(E) ways in which parents influence children's political attitudes

16. CRITICAL REASONING
The cost of producing radios in Country Q is ten percent less than the cost of
producing radios in Country Y. Even after transportation fees and tariff
charges are added, it is still cheaper for a company to import radios from
Country Q to Country Y than to produce radios in Country Y.
The statements above, if true, best support which of the following assertions?
(A) Labor costs in Country Q are ten percent below those in Country Y.
(B) Importing radios from Country Q to Country Y will eliminate ten percent
of the manufacturing jobs in Country Y.
(C) The tariff on a radio imported from Country Q to Country Y is less than
ten percent of the cost of manufacturing the radio in Country Y.
(D) The fee for transporting a radio from Country Q to Country Y is more
than ten percent of the cost of manufacturing the radio in Country Q.
(E) It takes ten percent less time to manufacture a radio in Country Q than it
does in Country Y.

17. SENTENCE CORRECTION
Critics contend that the new missile is a weapon whose
importance is largely symbolic, more a tool for manipulating
people’s perceptions than to fulfill a real military need.
(A) for manipulating people’s perceptions than to fulfill
(B) for manipulating people’s perceptions than for fulfilling
(C) to manipulate people’s perceptions rather than that it
fulfills
(D) to manipulate people’s perceptions rather than fulfilling
(E) to manipulate people’s perceptions than for fulfilling

18. PROBLEM SOLVING
There are 4 more women than men on Centerville’s board of
education. If there are 10 members on the board, how many
are women?
(A) 3
(B) 4
(C) 6
(D) 7
(E) 8

19. PROBLEM SOLVING
If u > t, r > q, s > t, and t > r, which of the following must be
true?
I. u > s
II. s > q
III. u > r
(A) I only
(B) II only
(C) III only
(D) I and II
(E) II and III

20. DATA SUFFICIENCY
If a real estate agent received a commission of 6 percent of the selling
price of a certain house, what was the selling price of the house?
(1) The selling price minus the real estate agent's commission was
$84,600.
(2) The selling price was 250 percent of the original purchase price of
$36,000.
(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.

21. MY TOP 5 TIPS TO CRACK THE GMAT

22. #5 KNOW THE CONTENT… COLD
GMAT FORMAT
Time Management
Test Environment
Directions
Question Types
QUANTITATIVE
Arithmetic
Number Properties
Algebra
Geometry
VERBAL
Grammar
Idioms/Diction
Active Reading
Argument Analysis

23. #4 READ AS MUCH AS YOU CAN

24. #3 LEARN TO NOT LOSE YOUR COOL

25. #2 RECOGNIZE MULTIPLE WAYS TO
SOLVE A PROBLEM

26. For the past n days, the average (arithmetic mean) daily
production at a company was 50 units. If today’s production of
90 units raises the average to 55 units per day, what is the
value of n ?
(A) 30
(B) 18
(C) 10
(D) 9
(E) 7
ILLUSTRATION

27. #1 GO INTO TEST DAY WITH
SELF-CONFIDENCE!

28. ABOUT KEN GLOBERMAN
Previously, Ken spent seven years in middle market private equity where he led or directly
participated in several buyouts of technology and business services companies operating in the US,
Canada and Europe. He also worked at WPP’s global media subsidiary MEC (originally Young &
Rubicam) where he was responsible for managing advertising projects on behalf of Fortune 500
clients. Ken started his career working for Kaplan Test Prep as a GMAT and SAT instructor and
private coach.
Ken received his MBA with honors in Finance and Management from NYU’s Stern School of
Business, where he was an equity valuation teaching assistant, and BS in Applied Mathematics from
Carnegie Mellon University. Outside of work, you can find Ken training for his next running race
and triathlon, or supporting the sports/social impact enterprise he created, StartLine Foundation
(startlinefoundation.org).
Ken Globerman is a private equity investment professional, consultant, and
educator from New York, NY. He currently provides corporate finance,
business strategy, and investor relations consulting to small and midsize
enterprises in Central Europe. Ken also mentors emerging companies with
multinational footprints, supports global startup initiatives such as Startup
Weekend, and gives lectures and workshops in finance, valuation and private
equity at the Warsaw School of Economics.
Contact Ken at:
ken.globerman@globalgroupventures.com

29. Crack The Discussion & Questions
Contact me with any questions:
Ken Globerman
ken.globerman@globalgroupventures.com