GMAT:

www.mba.com ( User ID: arnab1386@gmail.com ; Password: Abcde@1 )

GMAT Handbook :

gmat-handbook.pdf

The test is broken down into 4 parts:

1. Essay

You analyze an argument

2. Integrated Response

Mix of quant and verbal

3. Quantitative

Data sufficiency

Problem solving

4. Verbal

Reading comprehension

Critical reasoning

Sentence correction

First, forget the essay. At the time I took the test, most business schools had publicly stated that they
didnt care about the essay. And literally, the only prep I did for the essay was the night before I took
the test. I went through about 20 essays (both in the official guide and the Manhattan GMAT guide)
that had scored a perfect 6 out of 6, realized that they all had the same format, memorized the format,
and reproduced that on the test the next day. Sure, I only got a 5/6 on the essay, but when you only
have 8 days, every second of study time is valuable. I have typed up my essay notes below:
Essay (formally referred to as the Analytical Writing Assessment):

1. Identify/ Summarize the evidence +conclusion

2. List the flaws (3 to 5)

a) Cause and Effect

i. Conclude that x causes y when y causes
ii. Conclude that x causes y when y causes x
b) Statistical
i. Sample is not representative of the entire population
ii. Conclusion does not match statistics
 3. Analogy
i. Not enough similarities to draw conclusions
4. Other
i. Unsubstantiated assumptions
ii. Vague words: some, many, few
iii. Ignoring supply+demand fundamentals
iv. Drawing a strong conclusion based on weak evidence
5. Find 1 or 2 ways to strengthen the argument
6. Choose the top 2 to 4 flaws -> write essay
7. Proofread
Essay outline:

1. Tell what you are going to say

2. Say it

3. Tell em what you told em

Intro:

First sentence: paraphrase argument and state that it is flawed.

o General Format: The author concludes x based on y, however

o Second sentence: In drawing this conclusion, the author not only fails to X, but also Y,
furthermore, the author Zs.

2nd Paragraph (biggest flaw)

State your point

Elaborate and/or provide examples

Explain why this indicates a weakness

3rd and 4th paragraph

Repeat what you did in the second paragraph

Last paragraph

Explain how the argument can be strengthened

Suggest ways in which we can evaluate the conclusion

State that the argument is flawed

o General format, As it stands, however, the argument is flawed for the reasons
indicated.

GENERAL ESSAY NOTES:

 Keep it simple- its a computer program and a person grading (and they only take 2 minutes to
read your essay)

Time management

o 5 to 7 on discussion points

o 20 minutes writing

o 3 to 5 proof reading

o Vary length of sentences

o Use transition words generously

ex: first, second, third, therefore, additionally, consequently, because, since,

finally, similarly, conversely

Dont refer to yourself

Integrated Response
For this section, I would only do the practice problems from the official guide. Make sure you do the
ones in the book, as well as the problems that come on their CD (it comes with the book). I did both the
official guide and the Manhattan GMAT guide. I simply just learned way more from the official guide
questions. And unfortunately, I lost the CD with the additional practice questions :(
When I took the test, most of the top business schools had publicly stated that they did not care about
the IR section (Harvard Business School said that they would still consider it). This was because the IR
section was brand new when I took the GMAT. Therefore, business schools didnt have historical data to
evaluate IR scores.
Quantitative:
2 sections

Problem Solving: basically like normal multiple choice

Data Sufficiency: you are given two statements, and you need to decide which of them are true
(this type of question is unique to the GMAT)

Both quantitative sections test fundamentally the same skills: your ability to do math, so I will address
them both at once. Doing well on the quantitative portion comes down to how many practice problems
you have done. The more problems you work through, the more likely it is that those same problems
will show up on your actual test. Dont waste your time with the lessons. Learn which problems you
really dont know by trying to do them and working through them with the answer key. To cut down on
time, start at the end of the Official GMAT Quantitative guide and work backwards. Questions at the
end are generally harder, so you will learn faster.
I first started with the syllabus that the Manhattan GMAT instructor had given me. It had lessons and
then practice questions selected from the GMAT guide and the Manhattan practice books. After the 3rd
day of working through the syllabus, I knew I would not finish in time for the test, so I only worked on
official GMAT math problems for the rest of the time. One of the biggest takeaways that I got from
doing both the Manhattan math problems and the official GMAT math problems was that the official
math questions were much more accurate and helpful in terms of what was actually on the test. On the
other hand, Manhattan solutions to problems usually showed faster and simpler methods to solving
similar problems.
Another key strategy is to use Khan Academy. There are going to be times when you are burned out
from working through problems. When this happens, open Khan Academy and navigate to the GMAT
page. There I found that he had recorded himself working through every math problem in the old GMAT
official guide. This is extremely useful, since you can see someone work through problems and explain
step by step what they are doing and why. This was probably the best tool for quickly learning the math
section that I used.
Along the way, you may realize that you forgot how to long divide or multiply two numbers. You will
also realize that it is easy to miscount zeros and decimal places. You have been warned.
Random notes on the Math Topics:

Ratios

o You will see these a ton. They are very easy to make a simple mistake on.

o Factors and Multiples

You need to memorize divisibility rules

Ex: A number is divisible by 9 if the sum of the digits is divisible by 9

You need to memorize the square of 1 through 20

Rates

o These probably gave me the most difficulty. Drawing a picture of the problem helped.

o Systems of Equations

Most times, this means just plugging one equation into the other

Overlapping Sets

Quickly draw and label a Venn diagram

Right Triangles

There will be a bunch of rules listed on these in both the

Mahnattan GMAT book and the Official GMAT book. You need
to memorize all of these.

Inequalities

Rearrange the inequality

Exponents

There will be a bunch of rules listed on these in

both the Mahnattan GMAT book and the
Official GMAT book. You need to memorize all
of these.
 Percentages

If you have trouble on these, draw a

box and shade in the appropriate
percentages so you can visually see the
problem

Coordinate Geometry

Draw stuff and count spaces

carefully

Verbal use the official guide

Reading comprehension

o First, skim the questions so that you know what you are looking for

o Read it like it is a story. Understand the general flow of the logic, and write a small note
next to paragraphs so that you can quickly reference paragraphs when answering
questions

o Critical reasoning

Just do a bunch of these. Take all the ones you got wrong, and go over them
with a friend. This is important because when you initially try to solve the
problem, you will create a line of logic in your head that makes sense to you. It
is hard for you to change your line of logic without someone else helping you to
think differently

Sentence correction

Both the Official GMAT Guide and the Manhattan GMAT Guide will have
a list of common sentence corrections that you will have to look for. I
have reproduced my outline of this section below:

Types of Errors:

Misplaced modifier

o Misplaced

Modifier is placed far away from subject, thereby not modifying it

Dangling

o Not really clear what it is modifying

o Ex: I got some tips for how to protect myself from the police.

Squinting

o Modifier may modify 2 different subjects

o Ex: Students who miss classes frequently fail the course

o Pronouns do not agree

o Improper comparison

o Wrong subject/verb agreement

o Wrong verb tense

o Improper sentence structure

o Incorrect idiom: You simply need to memorize these. I have listed common idioms
below to kick start you

between: 2 people

among: 3 people

fewer: a specific #, ex: fewer children (countable nouns)

less than: a continuous quantity, ex: less devastation (quantities)

farther: distance

further: degree

contrast A withB

dated at

responsibility to

same to A as to B

so A as to be B

much: used for an uncountable quantity, such as rain

many: used for a countable quantity, such as people

aid in
AWA:

analysisofanargumen
t_gmat-exam.pdf

For each question in the PDF, the below paragraph has to be analysed/argumented.

Example:

Directions

In this section, you will be asked to write a critique of the argument presented. You are NOT being asked
to present your own views on the subject.

Question

The following appeared in the editorial section of a monthly business news magazine:

"Most companies would agree that as the risk of physical injury occurring on the job increases, the
wages paid to employees should also increase. Hence it makes financial sense for employers to make
the workplace safer: they could thus reduce their payroll expenses and save money."

Discuss how well reasoned you find this argument. In your discussion be sure to analyze the line of
reasoning and the use of evidence in the argument. For example, you may need to consider what
questionable assumptions underlie the thinking and what alternative explanations or counterexamples
might weaken the conclusion.

You can also discuss what sort of evidence would strengthen or refute the argument, what changes in
the argument would make it more logically sound, and what, if anything, would help you better evaluate
its conclusion.

Answer

The following is an actual AWA essay that received the highest rating:

This argument states that it makes financial sense for employers to make the workplace safer because
by making the workplace safer then lower wages could be paid to employees. This conclusion is based
on the premise that as the list of physical injury increases, the wages paid to employees should also
increase.

However, there are several assumptions that may not necessarily apply to this argument. For example,
the costs associated with making the workplace safe must outweigh the increased payroll expenses due
to hazardous conditions. Also, one must look at the plausibility of improving the work environment. And
finally, because most companies agree that as the risk of injury increases so will wages doesn't
necessarily mean that all companies which have hazardous work environments agree.
The first issue to be addressed is whether increased labor costs justify large capital expenditures to
improve the work environment. Clearly one could argue that if making the workplace safe would cost an
exorbitant amount of money in comparison to leaving the workplace as is and paying slightly increased
wages than it would not make sense to improve the work environment. For example, if making the
workplace safe would cost $100 million versus additional payroll expenses of only $5,000 per year, it
would make financial sense to simply pay the increased wages. No business or business owner with any
sense would pay all that extra money just to save a couple dollars and improve employee health and
relations. To consider this, a cost benefit analysis must be made. I also feel that although a cost benefit
analysis should be the determining factor with regard to these decisions making financial sense, it may
not be the determining factor with regard to making social, moral and ethical sense.

This argument also relies on the idea that companies solely use financial sense in analyzing improving
the work environment. This is not the case. Companies look at other considerations such as the negative
social ramifications of high on-job injuries. For example, Toyota spends large amounts of money
improving its environment because while its goal is to be profitable, it also prides itself on high
employee morale and an almost perfectly safe work environment. However, Toyota finds that it can do
both, as by improving employee health and employee relations they are guaranteed a more motivated
staff, and hence a more efficient staff; this guarantees more money for the business as well as more
safety for the employees.

Finally one must understand that not all work environments can be made safer. For example, in the case
of coal mining, a company only has limited ways of making the work environment safe. While companies
may be able to ensure some safety precautions, they may not be able to provide all the safety measures
necessary. In other words, a mining company has limited ability to control the air quality within a coal
mine and therefore it cannot control the risk of employees getting blacklung. In other words, regardless
of the intent of the company, some jobs are simply dangerous in nature.

In conclusion, while at first it may seem to make financial sense to improve the safety of the work
environment sometimes it truly does not make financial sense. Furthermore, financial sense may not be
the only issue a company faces. Other types of analyses must be made such as the social ramifications of
an unsafe work environment and the overall ability of a company to improve that environment (i.e., coal
mine). Before any decision is made, all these things must be considered, not simply the reduction of
payroll expenses.
Integrated Reasoning:

GMAT IR Syllabus primarily involves mathematical and verbal reasoning or combination of both.

Integrated Reasoning Question Types

Four types of questions are used in the Integrated Reasoning section:

1. GMAT Multi-Source Reasoning

In this you have to gather information that is presented in multiple tabs. It includes questions related to
Critical Reasoning and Quant. The information given may be presented in text or in charts form.

2. GMAT Table Analysis

You will be given a sortable table along with three different questions, each with two answer choices.
Identify the useful and non-useful data to answer the questions based on it.

3. GMAT Graphics Interpretation

Test takers are provided with a graph or chart to analyze the information.There are two questions for
which you have to interpret the graph and complete the statements by choosing the appropriate answer
from the drop down menu.

4. GMAT Two Part Analysis

TPA (Two-Part Analysis) questions include a short paragraph with information. Multiple Answer choices
are presented in different columns and rows where each column stands for a component and is a part of
solution. You will have to select one answer from each column.

Sample:

http://www.mba.com/us/the-gmat-exam/gmat-exam-format-timing/integrated-reasoning/ir-sample-
question-types.aspx

Click on the images to find sample questions.

Quantitative
The GMAT Quantitative section measures the ability to reason quantitatively, solve quantitative
problems, and interpret graphic data. Two types of multiple-choice questions are used in the
Quantitative section:

1. Problem solving
2. Data sufficiency

Problem solving and data sufficiency questions are intermingled throughout the Quantitative
section. Both types of questions require basic knowledge of:

Arithmetic
Elementary algebra
Commonly known concepts of geometry
Data Sufficiency example:
Example In a certain year, the difference between Marys and Jims annual salaries was twice the difference between Marys and Kates annual
salaries. If Marys annual salary was the highest of the 3 people, what was the average (arithmetic mean) annual salary of the 3 people that year?

1. Jims annual salary was $30,000 that year.

2. Kates annual salary was $40,000 that year.

Solution

We will use linear equations rather than averages to solve this question in just 30 seconds and that too without any need of statements. The given
information says that M-J=2(M-K) and in other words, it shows M=2K-J. By substituting this in the original equation, the average is 2K-
J+J+K/3=3K/3=K

This means, from the information provided, we can conclude that just Kates salary is enough to answer this question. We have easily arrived at
this answer without taking the data in the individual statements. Therefore, our answer is Option B
GMAT Data Sufficiency: Systems of Equations

Most of you are probably familiar with the basic rules for solving linear equations or systems of linear equations, yet many

GMAT takers fall prey to booby traps planted in these kinds of Data Sufficiency questions. In order to avoid such mistakes, you

should learn well the general methods for solving Systems of Equations and become acquainted with the special cases that may

appear on your test.

A set of equations to be solved simultaneously is called a System of Equations. The general rule is that a linear system with n

variables usually needs n independent equations to solve it. However, the GMAT Maths questions sometimes uses special

casesoffering dependent equations or asking for the value of an expressionthat make things a bit more complicated. Lets

examine these more closely.

Beware of DEPENDENT equations

Sometimes an equation in a system does not add essential information but just repeats information already presented by other

equations in the system. Such an equation, which is called dependent, is useless and can be eliminated from consideration.

Heres an example:

2x + y + 3z = 1

3x + z = 1

x y 2z = 0

If you subtract the first equation from the second, you get:

3x + z (2x + y + 3z) = 1 1

3x + z 2x y 3z = 0

x y 2z = 0, the third equation.

This third equation is dependent, because it merely restates the difference between the first two equations. Once this dependent

equation is eliminated, the system transforms:

2x + y + 3z = 1

3x + z = 1

Now the number of variables (three) exceeds the number of equations (two), which means that you cannot solve this system to

find unique individual values for x, y, and z.

Now look at the following question.

Find the value of xy.

(1) 7 2y + 3x = 2

(2) 9x = 6y 15
A) Statement (1) ALONE is sufficient, but statement (2) is not sufficient.

B) Statement (2) ALONE is sufficient, but statement (1) 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.

Explanation

To solve for xy, you need only the individual values for x and y. It is clear that neither the first nor the second statement alone is

sufficient, as each presents one equation with two variables. (Remember: the number of variables in a linear system is usually the

same as the number of independent equations required to solve it.) Thus, you have to choose between Choice E and Choice C. At

first glance, the statements together form a system with two variables and two equations, which looks like it could be solved.

However, the second equation is the same as the first but multiplied by three: if you rearrange the first equation and multiply by

three, you will get the second equation.

7 2y + 3x = 2

3x = 2 7 + 2y

3x = -5 + 2y, multiply by 3:

9x = 3 (-5 + 2y)

9x = -15 + 6y

9x = 6y 15

You end up with two equations that are the same, just written differently. Therefore, since you still have only one equation with

two variables, you cannot solve it, and the correct answer is Choice E.

Beware of questions that ask you to solve for the VALUE OF AN EXPRESSION

Another common trap is the problem that asks about variables whose number exceeds the number of equations. It is tempting to

select answer Choice E, because the system has no single solution for individual variables. However, if the question is about an

expression with variables rather than about the variables themselves, it may be possible to define the expression. For example

Find the value of x + y.

(1) 12 y^2 7 x^2 = 2xy + 5

(2) (x+y)^4 = 16

A) Statement (1) ALONE is sufficient, but statement (2) is not sufficient.

B) Statement (2) ALONE is sufficient, but statement (1) 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.

Explanation

Start with the second statement.

(x + y)^4 = 16 x + y = [2 or -2]

The value of x + y has two options; therefore, statement (2) alone is insufficient. That eliminates Choice B and Choice D.

The first statement does not immediately appear to be sufficient either, because equations of this type generally have infinitely

many pairs of solutions for x and y. However, you dont have to find values for x and y; you are asked to find the value of x + y.

Simplify the equation:

12 y^2 7 x^2 = 2xy + 5 12 12 = x^2 + 2xy + y^2 0 = (x + y)^2

It follows from here that x + y equals 0. Therefore, statement (1) is sufficient and the best answer is Choice A. Note that this

equation does not allow you to calculate individual values of x and y, but you can find the expression x + y.

You might face a similar situation in a word problem. For example:

How many hours will it take Ann and Peter, working together at their respective constant rates, to make 100 copies of a certain

document?

(1) It takes two hours for Ralph to make 100 copies by himself.

(2) It takes 75 minutes for Ann, Peter, and Ralph working together to make 100 copies.

A) Statement (1) ALONE is sufficient, but statement (2) is not sufficient.

B) Statement (2) ALONE is sufficient, but statement (1) 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.

Explanation

Let T_A, T_P, T_R and T respectively denote the time (in hours) necessary for making 100 copies when Ann, Peter, Ralph, and

Ann & Peter together make copies.

T can be found from the formula:

100/T_A + 100/T_P = 100/T

The first statement yields T_R = 2. It is not sufficient, and you can eliminate Choices A and D.

The second statement says that

100/T_A + 100/T_B + 100/T_R = 100/1.25

This also is not sufficient by itself, and you can eliminate answer Choice B.
To choose between C and E, you must consider the statements together. With three variables and only two equations, you will not

able to find values for T_A, T_P and T_R. However, to answer the question, you need only the value of the sum 100/T_A +

100/T_P which you can obtain easily from the available equations.

100/T_A + 100/T_P = 100/1.25 100/T_R = 100/1.25 100/2

Hence, both statements together are sufficient, and Choice C is the answer.

Sometimes, a GMAT Maths question may not state explicitly the expression you need to calculate. In that case, you take one

extra step to find the missing expression.

What is the mean of u+2v and 4u-v?

(1) u + v = 1

(2) 2v + 10u 7 = 5

A) Statement (1) ALONE is sufficient, but statement (2) is not sufficient.

B) Statement (2) ALONE is sufficient, but statement (1) 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.

Explanation

First, calculate the expression that you need to evaluate. The mean of u + 2v and 4u v is equal to (5u + v)/2 and you need to

know the values of u and v to find it. That means you must find the combined value of 5u + v and then divide it by two, or find

the value of the whole expression (5u + v)/2.

There is a big temptation to answer Choice C, as the two statements together do present a system of two linear equations with two

variables, and using the two statements, you can easily find individual values for u and v and calculate the value of the

expression. Notice, however, that the second statement contains the doubled expression 5u + v.

Thus, it is sufficient by itself to answer the question; by knowing the value of 2v + 10u 7, you can derive the value of 5u + v

and finally calculate the average.

2v + 10u 7 = 5 2v + 10u = 12 5u + v = 6 (5u + v)/2 = 3

Therefore, the right answer is Choice B.

Problem Solving example(There are 18-19 problem solving questions with 5 answer choices each. You need
to use basic concepts of maths and the information provided in the question to choose the correct answer. You
have to do it first and accurately):
Example A train is going at 2/3 of its usual speed and it takes an extra 30 minutes to reach its destination. What is its usual
time to cover the same distance?

A. 30 minutes
B. 45 minutes
C. 60 minutes
D. 75 minutes
E. 90 minutes

Strategy
Solve this question in less than 10 seconds with the use of Inverse relationship concept between changing speed and time. Here,
the concept states that if speed decreases by 1/x then the time has to be increased by 1/x correspondingly.
The train is going at 2/3rd of its original speed which means that there is a decrease of in its speed. So, a corresponding
increase of -1 = should be there in the final time taken. From this question, we come to know that the train takes an extra 30
minutes time to cover the same distance. Its just an increase of in the original time nothing else. Therefore, if of the original
time is 30 minutes then the original time has to be 30*2=60 minutes.

Combinations and Probability

Although GMAT questions are generally designed to test specific skills, at higher levels, they begin to combine different math
concepts within one question. In our previous post we saw how GMAT may combine probability and combinations/permutations
in one question; in this post we will analyze a typical GMAT question on this topic.
Here is an example question that you should attempt on your own before following to the answer breakdown below.

A box holds 4 yellow shirts and 4 blue shirts. What is the probability of getting exactly
three yellow shirts or exactly three blue shirts when taking out 4 shirts randomly out of the
box and returning each shirt before taking out the next one?
A) 1/8
B) 1/4
C) 1/2
D) 2/3
E) 3/4

Heres the explanation:

Before we start, lets break the question down to take out the key information and plan how we will arrive at our answer.
The important parts are:
We have 4 yellow shirts (We will label these Y)
We have 4 blue shirts (We will label these B)
Of all 8 shirts, only 4 are picked
Each shirt is returned, so the chance of being picked always remains the same
We need to work out exactly 3 yellow shirts OR exactly 3 blue shirts
Ultimately we need to find a probability, so the result will be found using this equation:

Probability of A happening = (number of times A can occur) / ( number of time any outcome can occur)

For our specific question this becomes:

Probability of 3Y or 3B = (number of times 3Y or 3B can occur) / ( number of time any outcome can occur)

It is clear that we will be looking at either permutations or combinations to calculate the number of times 3Y or 3B can occur
(that simply implies the number of time three yellow shirts can occur or the number of time three blue shirts can occur).
Lets start with the denominator: number of times any outcome can occur.

Step 1:
There is a slight complication in this question. We have eight objects, but only four will ever be selected from the box. So, we
have to think logically about this.

If we think about it, there are only two possible options for the first selection; its either yellow or blue. That gives us two options
for the first pick.
The second selection can also have only two equal choices; again either yellow or blue.

For the first selection we have only 2 different outcomes possible. However, because we have 2 different possibilities for the
second selection too, we now have four total different possibilities.
The combinations possible could be:
B, Y
B, B
Y, B
Y, Y

When we multiply the number of possible outcomes from selection 1, by the number of possible outcomes from selection 2, we
get the total number of possible outcomes from steps 1&2.
So for 4 selections, the number of possible outcomes will be:
Total outcomes = 2 2 2 2 = 16

So, there are 16 possible outcomes, and we can now update our probability equation to:
Probability of 3Y or 3B = (number of times 3Y or 3B can occur) /16

Step 2:
Now we are left with calculating the number of times 3Y or 3B can occur. The way to do this is to split the yellow and blue
combinations and work them out separately.

Lets start with the yellow shirts (Y). We have to calculate how many ways there are to pick 3Y from a selection of 4 shirts. As
we are looking at the number of different ways to get the same result (the order of our yellow shirts does not matter), we know
we are using the combinations equation:
Combinations = n! / (r! (n-r)!)
n, represents the number of items in the set, so in our case it is 4. r, represents the size of the selection, which in this question is 3.

Substituting these values gives:

Combinations = 4!/(3! (4-3)!) = 4!/(3! 1!) = (4321) / (321) = 4

So there are four ways to pick exactly three yellow shirts from a selection of four shirts.
As the number of blue shirts is the same, and we have to select the same number of blue shirts (exactly three), it would make
sense that there will be 4 different ways to pick exactly three blue shirts too.
That gives us a total of 8 different combinations that give us either exactly three blue shirts or exactly three yellow shirts

Going back to our probability equation:

Probability of 3Y or 3B = (number of times 3Y or 3B can occur) / 16
We can now fill in the top part of the fraction, to get:
Probability of 3Y or 3B = 8 /16 = 1 / 2

The answer is therefore: 1/2

Verbal

Sample Ques:
https://www.gmatsyllabus.com/verbal-section
Vedic Maths:
http://www.vedicmaths.org/2004-newsletter-index/41-cracking-the-cat-use-vedic-maths
www.vedicmaths.org