Students ask this all the time “ they’ve heard that the scoring penalizes us for getting a lot of questions wrong in a row.

That’s true, to some extent “ there is something of a penalty built in if we get 4+ questions wrong in a row. The test writers don’t want us to spend, for example, 65 minutes doing the first 2/3 of the questions really carefully (in hopes of boosting our score very high) and then blowing the remaining questions. They prioritize steady performance over the length of the entire test, so they’ve built safeguards into the algorithm to ensure that we can’t game the test, essentially.

So how do I avoid getting a bunch of questions wrong in a row?

Here’s the thing. You can’t avoid that “ not in the way that you mean.

The only real way to avoid getting a bunch of questions wrong in a row is to make sure you don’t mess up your timing so badly that you get other questions wrong just because you’re rushing.

But that’s not what people mean when they ask me about this. Instead, they mean something like, I’m pretty sure I got the last two wrong “ I just outright guessed on the last one. Now, how do I make sure I get the next one right?

You can’t. You can never make sure that you get any particular question right. If you could well, then you wouldn’t need any help, right? : ) Nobody on the planet, not even the best test takers, can guarantee that they’re going to answer any particular question correctly.

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The first time I read the original sentence in the below SC problem, I thought to myself: wait, what? What are you actually trying to say? I knew immediately that this would be a good one to discuss with all of you. 🙂

Let’s try it out (1 minute 15 seconds) and then we’ll dive in. This question is from the free problem set included in the new GMATPrep 2.0 version of the software.

*  Displays of the aurora borealis, or northern lights, can heat the atmosphere over the arctic enough to affect the trajectories of ballistic missiles, induce electric currents that can cause blackouts in some areas and corrosion in north-south pipelines.

 

(A) to affect the trajectories of ballistic missiles, induce

(B) that the trajectories of ballistic missiles are affected, induce

(C) that it affects the trajectories of ballistic missiles, induces

(D) that the trajectories of ballistic missiles are affected and induces

(E) to affect the trajectories of ballistic missiles and induce

This was my thought process as I read that first sentence:

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The other week, we discussed the overall process for Data Sufficiency. This week, we’re going to test out the process using a GMATPrep question “ and take a look at a couple of very common DS traps.

Set your timer for 2 minutes. and GO!

*  A bookstore that sells used books sells each of its paperback books for a certain price and each of its hardcover books for a certain price. If Joe, Maria, and Paul all bought books in this store, how much did Maria pay for 1 paperback book and 1 hardcover book?

(1) Joe bought 2 paperback books and 3 hardcover books for $12.50.

(2) Paul bought 4 paperback books and 6 hardcover books for $25.00.

Note that I haven’t listed the answer choices for you. Because DS answers are always the same, we should memorize them. If you don’t have them memorized yet, look back at the How DS Works article linked in the first paragraph.

All right, let’s tackle this problem.

Step 1: Read the Question Stem

The first sentence tells us that each paperback book sells for the same price and each hardcover book also sells for the same price (but possibly a different price than the paperback books).

The question asks how much Maria paid for 1 of each type of book. Is this a value or a yes/no question?

They’re asking for a specific amount; this is a value question. We’ve also got lots of words; we’re going to have to translate.

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My title is a little odd there “ why the very specific timeframe? Well, we know that business schools aren’t using the Integrated Reasoning (IR) section much (if at all) this first year, for admission in the fall of 2013, but we also know that IR will probably become more important over time.

How much more important? Nobody knows, but it’s a good guess that the process will be fairly gradual. We have decades of data for the quant and verbal sections, so the schools can feel confident in interpreting that data to help make admissions decisions. After the first year of IR, we’ll still have only one year of data; as a result, it’s highly unlikely that IR will suddenly rise to the same level of importance as quant and verbal.

So what should you do if you’re taking the GMAT sometime this year in preparation for a fall 2014 start? How much attention do you really need to pay to IR and what kind of score will be good enough?

Here are the current percentile rankings for the 1 to 8 IR scoring scale:

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When was the last time you thought that? For me, it was sometime within the past week. I knew that this problem was not beyond my reach! Meanwhile, the clock was ticking away and all I could focus on was the fact that I couldn’t remember something that I should have been able to remember.

That horrible, sinking feeling is universal: we’ve all felt it before and—unfortunately—we’re all going to feel it again. How can we deal with this? Read more

This week, we’re going to talk about what to know for consecutive integer problems and how to recognize what to do on future problems of the same type.

This one is from GMATPrep. Set your timer for 2 minutes. and GO!

*  If n is a positive integer and r is the remainder when n² “ 1 is divided by 8, what is the value of r?

 

(1) n is odd.

(2) n is not divisible by 8.

The first thing you’ll probably notice: I didn’t include the answer choices. The five Data Sufficiency answer choices are always the same, so we should have those memorized. If you don’t have them memorized yet, add this to your to do list.

Just in case, here are the five choices (in casual language, not official language):

(A) statement 1 works but statement 2 does not work

(B) statement 2 works but statement 1 does not work

(C) the statements do NOT work alone, but they DO work together

(D) each statement works by itself

(E) nothing works, not even using them together

Okay, now that we’ve got that out of the way, let’s tackle this problem! This one’s a theory question; they’re asking us about the concept of consecutive integers (as opposed to asking us to do more straightforward calculations with consecutive integers) and they’re not even nice enough to tell us straight out that this is about consecutive integers! We have to figure that out or “ even better “ recognize it.

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I’ve written a lot “ and you’ve read a lot “ about timing already, but I want to address something that I’ve been hearing lately from students particularly those who have been studying for a while and are really struggling to make progress on practice tests.

My best timing was on my very first practice test

I’ve spoken with a few students lately who’ve told me that they felt more comfortable with the timing before they started studying all of this stuff. How is that possible?

Actually, it’s fairly common. Here’s what happens: on your first practice test (before or shortly after you started studying), you know what you don’t know and so it’s much easier to let go of the too-hard questions. Once you start studying, you’ll see something and think, Oh, I studied that! I can get this one! But it turns out that one is still too hard only, this time, you won’t let go when you should. Do that a few times and the whole situation snowballs: you realize you’re behind on time, you start to panic and rush, that causes careless mistakes. Then you get stuck on another because you feel like you’re getting a bunch wrong so you don’t want to get this one wrong too now you’re wasting even more time, and then the section ends with a bunch of guesses or even blank questions.

I’m fine with OG / untimed / with shorter problem sets

I’m sure it’s no surprise to you that you’re better when the timer isn’t ticking. We all are. Unfortunately, the real test is timed, so our untimed performance doesn’t matter. Lots of people also discover that everything’s fine when doing sets out of the Official Guide, especially shorter problem sets. This, again, is to be expected “ the OG isn’t adaptive (so you aren’t getting harder questions when you do well), and it’s easier to keep track of your global time for 5 or 10 questions rather than 37 or 41.

So what do I do?

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Recently, we talked about what to try if your deadlines are rapidly approaching and you don’t yet have the score that you want. I’d like to talk about next steps for those of you who decide to postpone your exam and possibly your b-school applications.

I didn’t actually decide “ I just didn’t get the score I wanted

First, a pep talk. You always have a choice. You could, for example, choose to apply this year but lower your standards in terms of where you apply. In fact, if you fall into certain categories, this may be better than waiting a year to try to get into a better (or, at least, higher-ranked) school. Let’s say that you’re being groomed to take over a family business. The current CEO is getting older. The business is well-established and fairly regional, so actually the best thing might be to get a degree from a respected (but not necessarily top) school in the same geographic region as the company headquarters.

On the other hand, let’s say that’s NOT you “ in your case, you’re only willing to spend $100,000+ if you can get into a top-fill-in-the-blank school (top 5? top 10? top 20?), and your current GMAT score is probably going to hold you back. In that case, postponing for a year may be the way to go. Any helpful friends or family members who say, Hey, I thought you were applying to business school! can be told, It’s actually a smarter career move to wait until next year. They don’t need to know that the GMAT had anything to do with that decision.
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Did you know that you can attend the first session of any of our online or in-person GMAT courses absolutely free? We’re not kidding! Check out our upcoming courses here.

I’ve been wanting to do this problem with you for a while, but I’ve been delaying because well, you’ll see when you get to the table. It takes a lot of work to recreate that in a blog post. ? But that ridiculously large table is also the reason why I want to talk about this one—so let’s test it out! Read more

I’ve spoken with multiple students lately who received a disappointing (lower than they were expecting) score on the Quant section and who all said that the Quant felt relatively easy or straightforward. How is that possible?

First of all, thinking that a test like the GMAT is easy is actually a warning sign: things probably are not going very well. If the test was going very well, then you’d be seeing some seriously hard—next to impossible—problems.

Second, the test writers are phenomenal at writing questions that don’t seem all that complicated but are in fact your worst nightmare. My worst nightmare is not an impossible question—I know I can’t do it, so I just pick and move on. My worst nightmare is a question that I think I can do, and I spend a decent chunk of time doing it, and then I get it wrong anyway—even though I’m sure I got it right! Read more