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After graduating form high school, people rarely multiply

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After graduating form high school, people rarely multiply [#permalink]

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New post 29 Sep 2010, 14:34
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Difficulty:

  45% (medium)

Question Stats:

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

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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

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Re: After graduating form high school, people rarely multiply [#permalink]

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New post 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
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.

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Re: After graduating form high school, people rarely multiply [#permalink]

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New post 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.
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Re: After graduating form high school, people rarely multiply [#permalink]

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New post 29 Sep 2010, 20:22
I go with C too.
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Re: After graduating form high school, people rarely multiply [#permalink]

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New post 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.


C is my answer

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Re: After graduating form high school, people rarely multiply [#permalink]

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New post 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).

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Re: After graduating form high school, people rarely multiply   [#permalink] 03 Jul 2014, 10:44
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