It is currently 23 Nov 2017, 02:45

### GMAT Club Daily Prep

#### Thank you for using the timer - this advanced tool can estimate your performance and suggest more practice questions. We have subscribed you to Daily Prep Questions via email.

Customized
for You

we will pick new questions that match your level based on your Timer History

Track

every week, we’ll send you an estimated GMAT score based on your performance

Practice
Pays

we will pick new questions that match your level based on your Timer History

# Events & Promotions

###### Events & Promotions in June
Open Detailed Calendar

# After graduating form high school, people rarely multiply

Author Message
TAGS:

### Hide Tags

Manager
Joined: 25 Jul 2010
Posts: 140

Kudos [?]: 593 [0], given: 29

### Show Tags

29 Sep 2010, 14:34
1
This post was
BOOKMARKED
00:00

Difficulty:

45% (medium)

Question Stats:

77% (01:36) correct 23% (01:26) wrong based on 75 sessions

### HideShow timer Statistics

After graduating form high school, people rarely multiply fractions or discuss ancient Rome, but they are confronted daily with decisions relating to home economics. Yet whereas mathematics and history are required courses in the high school curriculum, home economics is only an elective, and few students choose to take it.

Which of the following positions would be best supported by the considerations above?
(A) If mathematics and history were not required courses, few students would choose to take them.
(B) Whereas home economics would be the most useful subject for people facing the decisions they must make in daily life, often mathematics and history can also help them face these decisions.
(C) If it is important to teach high school students subjects that relate to decisions that will confront them in their daily lives, then home economics should be made an important part of the high school curriculum.
(D) Mathematics, history, and other courses that are not directly relevant to a person's daily life should not be a required part of the high school curriculum.
(E) Unless high schools put more emphasis on nonacademic subjects like home economics, people graduating from high school will never feel comfortable about making the decisions that will confront them in their daily lives.
[Reveal] Spoiler: OA

Last edited by abhimahna on 15 Oct 2017, 10:32, edited 1 time in total.
Edited the question and added OA

Kudos [?]: 593 [0], given: 29

Current Student
Status: Three Down.
Joined: 09 Jun 2010
Posts: 1914

Kudos [?]: 2230 [0], given: 210

Concentration: General Management, Nonprofit

### Show Tags

29 Sep 2010, 15:32
We are told that home economics is more relevant to making daily decisions.

Let's look at the answer choices:

A: We are not told anything about whether people MIGHT take history or math had they not been compulsory. Speculative nature. Incorrect.

B: Again, too much of inference and connect the dots.

C: This is the best option IMO. We know that home economics is important in making decisions.

D: Tone mismatch. The tone of this answer choice is TOO strong.

E: Again tone mismatch and gross generalization. Incorrect.

Orange08 wrote:
After graduating form high school, people rarely
multiply fractions or discuss ancient Rome, but they
are confronted daily with decisions relating to home
economics. Yet whereas mathematics and history are
required courses in the high school curriculum, home
economics is only an elective, and few students choose to take it.

Which of the following positions would be best
supported by the considerations above?
(A) If mathematics and history were not required
courses, few students would choose to take them.

(B) Whereas home economics would be the most
useful subject for people facing the decisions
they must make in daily life, often mathematics
and history can also help them face these decisions.

(C) If it is important to teach high school students
subjects that relate to decisions that will
confront them in their daily lives, then home
economics should be made an important part
of the high school curriculum.

(D) Mathematics, history, and other courses that
are not directly relevant to a person's daily
life should not be a required part of the high
school curriculum.

(E) Unless high schools put more emphasis on
people graduating from high school will
never feel comfortable about making the
decisions that will confront them in their
daily lives.

Kudos [?]: 2230 [0], given: 210

Senior Manager
Status: Time to step up the tempo
Joined: 24 Jun 2010
Posts: 404

Kudos [?]: 259 [0], given: 50

Location: Milky way
Schools: ISB, Tepper - CMU, Chicago Booth, LSB

### Show Tags

29 Sep 2010, 19:00
I go with option C. It is a balanced statement unlike option D or E.

Option A - Not relevant.

Option B - No where mentioned in the stimulus.
_________________

Support GMAT Club by putting a GMAT Club badge on your blog

Kudos [?]: 259 [0], given: 50

Manager
Joined: 15 Apr 2010
Posts: 171

Kudos [?]: 104 [0], given: 25

### Show Tags

29 Sep 2010, 20:22
I go with C too.
_________________

Give [highlight]KUDOS [/highlight] if you like my post.

Always do things which make you feel ALIVE!!!

Kudos [?]: 104 [0], given: 25

Manager
Joined: 22 Aug 2008
Posts: 181

Kudos [?]: 104 [0], given: 11

### Show Tags

29 Sep 2010, 20:33
Orange08 wrote:
After graduating form high school, people rarely multiply fractions or discuss ancient Rome, but they are confronted daily with decisions relating to home economics. Yet whereas mathematics and history are
required courses in the high school curriculum, home economics is only an elective, and few students choose to take it.
Which of the following positions would be best supported by the considerations above?
(A) If mathematics and history were not required courses, few students would choose to take them. No where its mentioned
(B) Whereas home economics would be the most useful subject for people facing the decisions they must make in daily life, often mathematics and history can also help them face these decisions.irrelevant
(C) If it is important to teach high school students subjects that relate to decisions that will confront them in their daily lives, then home economics should be made an important part of the high school curriculum.best answer. the mood is also perfect
(D) Mathematics, history, and other courses that are not directly relevant to a person's daily life should not be a required part of the high school curriculum.
(E) Unless high schools put more emphasis on nonacademic subjects like home economics, people graduating from high school will never feel comfortable about making the decisions that will confront them in their daily lives.

Kudos [?]: 104 [0], given: 11

Non-Human User
Joined: 01 Oct 2013
Posts: 10129

Kudos [?]: 270 [0], given: 0

### Show Tags

03 Jul 2014, 10:44
Hello from the GMAT Club VerbalBot!

Thanks to another GMAT Club member, I have just discovered this valuable topic, yet it had no discussion for over a year. I am now bumping it up - doing my job. I think you may find it valuable (esp those replies with Kudos).

Want to see all other topics I dig out? Follow me (click follow button on profile). You will receive a summary of all topics I bump in your profile area as well as via email.

Kudos [?]: 270 [0], given: 0

Re: After graduating form high school, people rarely multiply   [#permalink] 03 Jul 2014, 10:44
Display posts from previous: Sort by