<?xml version="1.0" encoding="UTF-8"?><rss version="2.0" xmlns:content="http://purl.org/rss/1.0/modules/content/" xmlns:wfw="http://wellformedweb.org/CommentAPI/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:atom="http://www.w3.org/2005/Atom" xmlns:sy="http://purl.org/rss/1.0/modules/syndication/" xmlns:slash="http://purl.org/rss/1.0/modules/slash/" > <channel> <title>GMAT Tips – GMAT</title> <atom:link href="https://www.manhattanprep.com/gmat/blog/tag/gmat-tips/feed/" rel="self" type="application/rss+xml" /> <link>https://www.manhattanprep.com/gmat</link> <description>GMAT Prep Course, Best GMAT Class & Study Books | Manhattan Prep GMAT</description> <lastBuildDate>Mon, 29 Mar 2021 17:15:34 +0000</lastBuildDate> <language>en-US</language> <sy:updatePeriod> hourly </sy:updatePeriod> <sy:updateFrequency> 1 </sy:updateFrequency> <generator>https://wordpress.org/?v=6.3.2</generator> <item> <title>Mastering Memorization Techniques</title> <link>https://www.manhattanprep.com/gmat/blog/mastering-memorization-techniques/</link> <dc:creator><![CDATA[Emily Madan]]></dc:creator> <pubDate>Mon, 02 Mar 2020 21:33:33 +0000</pubDate> <category><![CDATA[GMAT Strategies]]></category> <category><![CDATA[GMAT memorization]]></category> <category><![CDATA[gmat strategies]]></category> <category><![CDATA[GMAT Tips]]></category> <category><![CDATA[memorization techniques]]></category> <guid isPermaLink="false">https://www.manhattanprep.com/gmat/?p=18684</guid> <description><![CDATA[<p>“I’m Bad at Memorization” and Other Lies You Tell Yourself Did you know that your ability to memorize and recall information is not only a skill, but also an improvable one? Most people are born with approximately the same ability to memorize information. If you’re fluent in a language, any language, you’ve memorized at least […]</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/mastering-memorization-techniques/">Mastering Memorization Techniques</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></description> <content:encoded><![CDATA[<h3><img decoding="async" fetchpriority="high" class="alignnone wp-image-18686 size-full" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2020/03/mprep-blogimages-wave1-34-2-e1583183751612.png" alt="gmat memorization techniques" width="1200" height="628" /></h3> <h3><strong>“I’m Bad at Memorization” and Other Lies You Tell Yourself</strong></h3> <p><span style="font-weight: 400;">Did you know that your ability to memorize and recall information is not only a skill, but also an improvable one? Most people are born with approximately the same ability to memorize information. If you’re fluent in a language, any language, you’ve memorized at least tens of thousands of words that you can instantly recall and use. So why is it so hard to remember what the cube of five is? Or to remember that before you start reading a sentence correction sentence, you should take a glance first at the answer choices?</span></p> <p><span id="more-18684"></span></p> <h3><strong>How Memorization Works</strong></h3> <p><span style="font-weight: 400;">Memories come from an electrical impulse within the brain. Each time you recall the same memory, you strengthen the pathway that impulse uses. In a way, these impulses are similar to muscles. The more you use them, the stronger they get. This is why so many of the memorization techniques focus on repetition.</span></p> <p><span style="font-weight: 400;">However, memory is more complex than that. When you first learn something, it takes a significant amount of concentration and effort. As you continue to practice it, it becomes more natural and less deliberate. “Practice makes perfect” comes from the idea that you should do something again and again until it’s second nature.</span></p> <p><span style="font-weight: 400;">The problem is that many learners attempt to memorize by reading the same thing over and over. Yes, it is true that repetition is key. But re-reading and repetition are not equivalent. It’s possible that re-reading will work for you. But the odds are not in your favor.</span></p> <h3><strong>How to Memorize Information</strong></h3> <p><span style="font-weight: 400;">If repetition is the key to memorization, but repetition is not enough to help you memorize, what should you do? Redefine repetition. Reading over and over is not particularly useful, but recalling information is. The best way to strengthen memory pathways is to continue to bring the thing you are trying to remember to the front of your mind, not through reading it again, but through forcing yourself to remember it.</span></p> <p><span style="font-weight: 400;">That means you should read something on paper only as much as you need to. Then, without looking at the paper, ask yourself to repeat the information in your mind again and again until you can remember it without trying. Ideally, you should wait until you have almost forgotten that information, then ask yourself to remember it. Each time, you should be able to recall it a little faster and more clearly, so you can wait a little longer before testing yourself again.</span></p> <p><span style="font-weight: 400;">This is why flashcards are used as a memorization aid. Instead of re-reading notes, flashcards give a prompt that forces the learner to recall, rather than reread, particular information. They are particularly effective when used with something like the Leitner System, which encourages frequent review of information that is hardest to recall, while reviewing information that is somewhat easier to recall less often. Again, the goal is to almost forget, then to force yourself to remember.</span></p> <h3><strong>How to Apply Memorization on the GMAT</strong></h3> <p><span style="font-weight: 400;">If the GMAT were a vocabulary test, then rote memorization might be enough to get you through. However, it’s not enough to simply learn facts; you must also apply them to new situations designed to challenge you. The application of particular memories is a skill. Saying you “just need more practice” is both a little bit true and not as helpful as it could be.</span></p> <p><span style="font-weight: 400;">Practice is only helpful if you’re practicing good habits. If you make a mistake, recognize the mistake, then go on to continue making that mistake, all that changes is your level of frustration. Instead, prioritize the indications that a certain strategy or fact should come to the forefront of your mind. One way to think of these indications is in an “if…then” framework. You can remember good habits more easily by learning that “If you see X, then you will do Y.”</span></p> <p><span style="font-weight: 400;">Here are a few examples of good habits using triggers you’re likely to see on test day:</span></p> <ul> <li style="font-weight: 400;"><span style="font-weight: 400;">If I see an SC split between “comma which” and “comma -ing,” then I will find out what the modifier is describing.</span></li> <li style="font-weight: 400;"><span style="font-weight: 400;">If I see a word problem with simple answer choices, then I will consider working backwards instead of creating algebraic expressions.</span></li> <li style="font-weight: 400;"><span style="font-weight: 400;">If I don’t understand what an RC sentence or paragraph is saying, then I will focus on structural keywords to figure out the purpose.</span></li> <li style="font-weight: 400;"><span style="font-weight: 400;">If I see the addition of two terms with exponents, then I will look for common factors to remove in order to simplify.</span></li> </ul> <p><span style="font-weight: 400;">Just like memorizing facts, these processes and procedures need to be memorized so you can apply them seemingly instinctively. Flashcard these applications, learn them, then practice them with real questions. Knowledge by itself is insufficient without knowing when to apply it. Your ability to memorize is improvable and can be used effectively to help you get through the GMAT in the most efficient way possible.</span></p> <p><strong>UP NEXT: </strong><a href="https://www.manhattanprep.com/gmat/blog/im-bad-at-grammar-and-other-lies-you-tell-yourself/">“I’m Bad at Grammar” And Other Lies You Tell Yourself</a></p> <p><b><i>You can attend the first session of any of our online or in-person GMAT courses absolutely free! We’re not kidding. </i></b><a href="https://www.manhattanprep.com/gmat/classes/"><b><i>Check out our upcoming courses here</i></b></a><b><i>.</i></b></p> <hr /> <p><img decoding="async" class="wp-image-18571 alignleft" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2020/01/emily-madan-taking-the-gmat-225x300.jpg" alt="emily madan taking the gmat" width="135" height="180" srcset="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2020/01/emily-madan-taking-the-gmat-225x300.jpg 225w, https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2020/01/emily-madan-taking-the-gmat-768x1024.jpg 768w, https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2020/01/emily-madan-taking-the-gmat.jpg 960w" sizes="(max-width: 135px) 100vw, 135px" /></p> <p><a href="https://www.manhattanprep.com/gmat/classes/#instructor/344"><b><i>Emily Madan</i></b></a><b><i> is a Manhattan Prep instructor located in Philadelphia, Pa. </i></b><i><span style="font-weight: 400;">She has a master’s degree in chemistry and tries to approach the GMAT and LSAT from a scientific perspective. These tests are puzzles with patterns that students can be taught to find. She has been teaching test prep for over ten years, scoring a 770 on the GMAT and 177 on the LSAT. </span></i><a href="https://www.manhattanprep.com/lsat/classes/#instructor/57"><i><span style="font-weight: 400;">Check out Emily’s upcoming LSAT courses here</span></i></a><i><span style="font-weight: 400;">.</span></i></p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/mastering-memorization-techniques/">Mastering Memorization Techniques</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></content:encoded> </item> <item> <title>GMAT Quant Tips: Mental Math</title> <link>https://www.manhattanprep.com/gmat/blog/gmat-quant-tips-mental-math/</link> <dc:creator><![CDATA[Ryan Jacobs]]></dc:creator> <pubDate>Fri, 24 Jan 2020 21:49:57 +0000</pubDate> <category><![CDATA[GMAT Strategies]]></category> <category><![CDATA[GMAT]]></category> <category><![CDATA[gmat quant]]></category> <category><![CDATA[gmat quant tips]]></category> <category><![CDATA[GMAT Tips]]></category> <guid isPermaLink="false">https://www.manhattanprep.com/gmat/?p=18545</guid> <description><![CDATA[<p>If your goal is to take some time pressure off of the quantitative section of the GMAT, you should ask yourself: what are the skills I will need over and over during that section, and what are the skills I will only need once or twice? Too often I see my own students spending hours […]</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/gmat-quant-tips-mental-math/">GMAT Quant Tips: Mental Math</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></description> <content:encoded><![CDATA[<p><span style="font-weight: 400;"><img decoding="async" class="alignnone wp-image-18547 size-full" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2020/01/mprep-blogimages-wave1-34-e1579902423883.png" alt="gmat quant tips" width="1200" height="628" /></span></p> <p><span style="font-weight: 400;">If your goal is to take some time pressure off of the </span><a href="https://www.manhattanprep.com/gmat/blog/whats-tested-on-gmat-math/"><span style="font-weight: 400;">quantitative section of the GMAT</span></a><span style="font-weight: 400;">, you should ask yourself: what are the skills I will need over and over during that section, and what are the skills I will only need once or twice? Too often I see my own students spending hours to get incrementally faster at, for example, weighted averages; that’s an area where understanding the basic concept is probably sufficient. Instead, invest the most time in the thing you’ll be doing the most often: calculation! </span></p> <p><span id="more-18545"></span></p> <p><span style="font-weight: 400;">One of the questions you’ll hear me ask in my classroom a lot is, “Do you really need paper for that?” There’s a massive speed (and arguably accuracy) benefit to learning to do calculations in your head. To help me give some examples, I enlisted the help of my dad, a retired math teacher! He feels the same way about mental math that I do, so I asked him to write some questions that he thinks students shouldn’t need a pencil for, and I would try to solve them as quickly as I possibly could. Here are some of the questions he asked me and my answers.</span></p> <p><b>Dad</b><span style="font-weight: 400;">: Margo counted a total of 1800 sheep and cows during the week she visited New Zealand. If she counted five sheep for every cow, how many more sheep than cows did Margo count?</span></p> <p><b>Ryan</b><span style="font-weight: 400;">: Well, there are actually lots of ways to do this. It’s a 5 to 1 ratio, which means there are 6 parts total (represented by the 1800). So if I divide by 6, that’s 300, which is the cow part of the ratio. So there are 300 cows, and there are 1500 sheep, and the difference between those is 1200. But if the numbers were trickier, you could just say the difference is 4 parts out of 6, or 2 parts out of 3, so the answer is just two-thirds of the total.</span></p> <p><b>Dad</b><span style="font-weight: 400;">: Let’s say that Steph Curry made 40% of his 3-point field goal attempts last year. If he made 280 3-pointers, how many 3-pointers did he attempt?</span></p> <p><b>Ryan</b><span style="font-weight: 400;">: One nice way to deal with percents is with benchmarks: 1%, 5%, 10%, 50%. I think 10% is going to be an easy benchmark here. If 280 is 40% of the total, I could divide by 4 to get 70, which is 10% of the total, which means 700 is 100% of the total. So that would be 700 3-pointers attempted.</span></p> <p><b>Dad</b><span style="font-weight: 400;">: If the dinner bill came to $44 and you wanted to leave a 15% tip, how much money would you leave altogether? (Assume there’s no tax involved.) What if you wanted to leave a 20% tip? </span></p> <p><b>Ryan</b><span style="font-weight: 400;">: This is another benchmarking question. 10% is easy, because you just move the decimal point. A 10% tip, in other words, would be $4.40, so a 20% tip would just be twice that much, which would be $8.80. That’s the easiest, so I’ll start there. 15% is a little trickier, because I also need a 5% benchmark. The 10% we already know is $4.40; the 5% would be half that, which is $2.20. If I add those two together, that’s going to get us to 15%. So $4.40 plus $2.20 is $6.60; that would be a 15% tip.</span></p> <p><b>Dad</b><span style="font-weight: 400;">: At Ikea, Sonam bought a square table whose area was 1.44 sq. meters. How many centimeters long was each side of the table?</span></p> <p><span style="font-weight: 400;"><strong>Ryan</strong>: Well, I don’t want to convert to square centimeters; I would rather just keep working in meters, then convert at the very end. So if the table is 1.44 square meters, then that’s 1.2 meters on each side, and I know that because 144 is the square of 12. That means that 1.2 times 1.2 would be 1.44. This is where it pays to know your perfect squares; if you don’t just recognize that 144 is a perfect square, then this problem is going to be very difficult. So let’s see: if each side of the table is 1.2 meters, that means it’s 120 centimeters, since I have to multiply by 100, which I can do by moving the decimal point two places to the right.</span></p> <p><b>Ryan</b><span style="font-weight: 400;">: So here’s my question for you, which I think is particularly relevant to the </span><a href="https://www.manhattanprep.com/gmat/blog/know-the-gmat-code-logic-games-in-integrated-reasoning/"><span style="font-weight: 400;">Integrated Reasoning</span></a><span style="font-weight: 400;"> section of the GMAT. When students asked you “why do we need mental math when we have calculators,” what did you say?</span></p> <p><b>Dad</b><span style="font-weight: 400;">: The more you practice doing mental math, the more facile you become with numbers, because you’re constantly thinking about shortcuts. It’s going to improve your mathematical ability all around, but even beyond that, it’s quicker as you develop more confidence, and you’ll realize it’s a much more fun way to do something then taking out a calculator and pushing a bunch of buttons. Plus, there’s an error factor with calculators, because students will often mis-key something, which leads to another issue: I taught middle schoolers, and when they used calculators, I always wanted them to consider what an appropriate answer would be or not be. Before you hit the equals button, give me a ballpark figure. Now go ahead and press equals, and see if you were close.</span></p> <h3><b>GMAT Mental Math – Takeaways</b></h3> <p><span style="font-weight: 400;">Hopefully, these problems have given you a few ideas about how to improve your calculation speed; if you’re studying for the GMAT, you’ll find plenty more speed tips in Manhattan Prep’s “</span><a href="https://www.amazon.com/gp/product/B07P5HFN7H"><span style="font-weight: 400;">Foundations of GMAT Math</span></a><span style="font-weight: 400;">” book. But before you go, I do have one final tip for you: every so often, complete a study session wherein you solve absolutely everything in your head. You may be slow at first, but it’s a great way to improve. When I was studying for the test, I would do problems during my lunch break, but I would sometimes forget to bring my pencil with me, so I had to really hone my mental math skills! In retrospect, those study sessions were probably some of the most effective ones.</span></p> <p><b>NEXT: </b><a href="https://www.manhattanprep.com/gmat/blog/gmat-quant-tips-mental-math-part-2/">GMAT Quant Tips: Mental Math – Part 2</a></p> <p><b><i>You can attend the first session of any of our online or in-person GMAT courses absolutely free! We’re not kidding. </i></b><a href="https://www.manhattanprep.com/gmat/classes/"><b><i>Check out our upcoming courses here</i></b></a><b><i>.</i></b></p> <hr /> <p><em><strong><img decoding="async" loading="lazy" class="alignleft wp-image-15202 size-thumbnail" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2018/02/ryan-jacobs-e1501597417957-150x150.png" alt="ryan-jacobs" width="150" height="150" /><a id="bloglink" href="https://www.manhattanprep.com/instructors/ryan-jacobs/" target="_blank" rel="noopener noreferrer">Ryan Jacobs</a> is a Manhattan Prep instructor based in San Francisco, California.</strong> He has an MBA from UC San Diego, a 780 on the GMAT, and years of GMAT teaching experience. His other interests include music, photography, and hockey. <a id="bloglink" href="https://www.manhattanprep.com/gmat/classes/#instructor/288" target="_blank" rel="noopener noreferrer">Check out Ryan’s upcoming GMAT prep offerings here</a>.</em></p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/gmat-quant-tips-mental-math/">GMAT Quant Tips: Mental Math</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></content:encoded> </item> <item> <title>The Top 6 GMAT Quant Mistakes That You Don’t know You’re Making</title> <link>https://www.manhattanprep.com/gmat/blog/the-top-6-gmat-quant-mistakes-that-you-dont-know-youre-making/</link> <dc:creator><![CDATA[Chelsey Cooley]]></dc:creator> <pubDate>Tue, 16 Feb 2016 20:17:12 +0000</pubDate> <category><![CDATA[Fractions, Decimals, Percents]]></category> <category><![CDATA[GMAT Prep]]></category> <category><![CDATA[Problem Solving]]></category> <category><![CDATA[Quant]]></category> <category><![CDATA[b-school]]></category> <category><![CDATA[business school]]></category> <category><![CDATA[fractions decimals percents]]></category> <category><![CDATA[GMAT]]></category> <category><![CDATA[GMAT mistakes]]></category> <category><![CDATA[GMAT prep]]></category> <category><![CDATA[gmat quant]]></category> <category><![CDATA[gmat quant problem solving]]></category> <category><![CDATA[gmat study tips]]></category> <category><![CDATA[GMAT Tips]]></category> <category><![CDATA[Graduate Management Admission Test]]></category> <category><![CDATA[quant]]></category> <guid isPermaLink="false">http://www.manhattanprep.com/gmat/?p=11010</guid> <description><![CDATA[<p>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. Sometimes, as you solve a GMAT Problem Solving problem, everything seems to go smoothly. You get an answer that matches one of the choices perfectly, […]</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/the-top-6-gmat-quant-mistakes-that-you-dont-know-youre-making/">The Top 6 GMAT Quant Mistakes That You Don’t know You’re Making</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></description> <content:encoded><![CDATA[<p><strong><em><img decoding="async" loading="lazy" class="alignleft size-full wp-image-11020" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2016/02/blog-quant.png" alt="blog-quant" width="676" height="264" srcset="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2016/02/blog-quant.png 676w, https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2016/02/blog-quant-300x117.png 300w" sizes="(max-width: 676px) 100vw, 676px" />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! <a href="https://www.manhattanprep.com/gmat/classes/?utm_source=manhattanprep.com%2Fgmat%2Fblog&utm_medium=blog&utm_content=GMAT%20Complete%20Courses%20Plug&utm_campaign=GMAT%20Blog">Check out our upcoming courses here</a>.</em></strong></p> <hr /> <p>Sometimes, as you solve a GMAT Problem Solving problem, everything seems to go smoothly. You get an answer that matches one of the choices perfectly, so you select it and move on to the next problem. But much later, when you’re reviewing the problem, you realize that you picked the wrong answer entirely. Why does this happen, and how can you stop it?</p> <p><span id="more-11010"></span></p> <p>According to data from GMAT Navigator, our online platform that lets students record their answers to GMAT practice problems (<a href="https://www.manhattanprep.com/gmat/store/online-resources/gmat-navigator/?utm_source=manhattanprep.com%2Fgmat%2Fblog&utm_medium=blog&utm_content=GMAT%20Navigator%20-%201%20Year%20Access%20Plug&utm_campaign=GMAT%20Blog" target="_blank">click here for the premium version</a> or <a href="https://www.manhattanprep.com/gmat/store/online-resources/free-gmat-tracker-for-official-guides/?utm_source=manhattanprep.com%2Fgmat%2Fblog&utm_medium=blog&utm_content=GMAT%20Navigator%20Basic%20-%20Free%20Plug&utm_campaign=GMAT%20Blog" target="_blank">here for the basic version</a>), there are certain Problem Solving problems that most students feel very confident about. Very few students guess on these problems. However, many students get these problems wrong, despite their high level of confidence. Here’s the list of mistakes these students make most frequently.</p> <ol> <li><strong>Off by 1: </strong>When a problem asks for a <em>largest</em> or <em>smallest</em> possible value, or when it includes inequalities, double-check your work before answering. The answer choices are often only 1 apart, and it’s easy to choose an answer that’s 1 too small or too large. For instance, what is the smallest integer that’s greater than 41/4? If you quickly divide 41 by 4 and take the integer part of the answer, 10, you’ll be off by</li> <li><strong>Off by 100: </strong>Be careful with percentage problems, especially ones with answer choices that are similar except for the number of decimal places (0.89, 8.9, 89, 890, etc.) If you miss the word ‘percent’ somewhere in a problem, or if you forget to multiply a decimal by 100 to convert it to a percent, your answer will be off by a factor of 100. <a href="https://www.manhattanprep.com/gmat/store/strategy-guides/fractions-decimals-and-percents/?utm_source=manhattanprep.com%2Fgmat%2Fblog&utm_medium=blog&utm_content=FractionsDecimalsPercentsGMATBlog&utm_campaign=GMAT%20Blog" target="_blank">Check out our guide to approaching percent problems</a> if you make this mistake.</li> <li><strong>Bad unit conversion</strong>: It’s easy to make a mistake when converting between kilometers and miles, dollars and cents, or grams and kilograms. The worst culprits are problems that ask you to convert between units you may not be familiar with, or even made-up units, since your instincts won’t tell you that your answer is wrong. Always write out the entire unit conversion and check your work carefully. It’s more time-consuming, but it’ll ensure you never multiply when you should divide, or accidentally convert the wrong value. <a href="https://www.manhattanprep.com/gmat/blog/2016/01/20/heres-how-to-do-gmat-unit-conversions-like-a-pro/?utm_source=manhattanprep.com%2Fgmat%2Fblog&utm_medium=blog&utm_content=CCooley%20GMAT%20Unit%20Conversions%20Linkback%20From%20Top%206%20Quant%20Mistakes%20&utm_campaign=GMAT%20Blog" target="_blank">Read our guide to fast and safe unit conversions</a> to get a handle on this issue.</li> <li><strong>Missing the last step</strong>: You get all the way through the problem, doing all of the math correctly, and solve for the value of <em>n</em>. Then you choose that value and move on, never noticing that the problem <em>actually</em> asked you to choose the value of 2<em>n</em>, or <em>n</em><sup>2</sup>, as your answer. To avoid this, read the entire problem, and the answer choices, before you begin writing. Before you write anything else on your paper, jot down what you’re solving for and circle it.</li> <li><strong>Losing the units</strong>: Picture a rates & work problem that asks you to solve for the amount of <em>time</em> it would take two machines to complete a job when working together. Unbeknownst to you, one of the wrong answer choices is actually the <em>rate </em>at which the two machines are working, which is the <em>reciprocal</em> of the time. The answer choices don’t include units, so you have to keep track of them yourself. And be aware that the test writers might play dirty tricks with units in the text of a problem: for instance, rates are usually given in miles per hour, but I’ve seen a problem that includes a rate given in minutes per mile. Many of my students gloss right over the units, assume that the rate is written in miles per hour, and do all of the math correctly but get the wrong answer anyways. Don’t let that happen to you.</li> <li><strong>Percent more than/less than: </strong>120 is 20 percent more than 100, but 100<em> isn’t</em> 20 percent <em>less than</em> 120. (Take a moment to do the math, and figure out what number actually fits there!) You can’t switch back and forth between <em>percent more than</em> and <em>percent less than</em>, even if it seems to make the problem easier; the math just doesn’t work out. Make sure that when you translate a percent word problem into math, you’re keeping the same expressions as in the original problem.</li> </ol> <p>These issues were the six most common culprits that caused students to unknowingly miss GMAT Problem Solving questions. Learn them now, and double-check your work whenever you see a suspicious problem. There’s nothing wrong with missing a problem because you haven’t learned the math yet, but you never want to miss problems that you could easily have gotten right. ?</p> <p><strong>Want full access to Chelsey’s sage GMAT wisdom? Try the first class of one of <a href="https://www.manhattanprep.com/gmat/classes/?utm_source=manhattanprep.com%2Fgmat%2Fblog&utm_medium=blog&utm_content=CooleyCoursesLinkGMATBlog&utm_campaign=GMAT%20Blog#instructor/336">her upcoming GMAT courses</a> for absolutely free, no strings attached. </strong></p> <hr /> <p><em><strong><a href="https://www.manhattanprep.com/instructors/chelsey-cooley/?utm_source=manhattanprep.com%2Fgre%2Fblog&utm_medium=blog&utm_content=CooleyBioGREBlog&utm_campaign=GRE%20Blog" target="_blank">Chelsey Cooley</a><a href="https://www.manhattanprep.com/instructors/chelsey-cooley/?utm_source=manhattanprep.com%2Fgre%2Fblog&utm_medium=blog&utm_content=CooleyBioGREBlog&utm_campaign=GRE%20Blog" target="_blank"><img decoding="async" loading="lazy" class="alignleft wp-image-10949 size-thumbnail" title="Chelsey Cooley Manhattan Prep GMAT Instructor" src="https://d27gmszdzgfpo3.cloudfront.net/gmat/wp-content/uploads/sites/18/2016/01/chelsey-cooley-150x150.png" alt="Chelsey Cooley Manhattan Prep GMAT Instructor" width="150" height="150" /></a> is a Manhattan Prep instructor based in Seattle, Washington.</strong> Chelsey always followed her heart when it came to her education. Luckily, her heart led her straight to the perfect background for GMAT and GRE teaching: she has undergraduate degrees in mathematics and history, a master’s degree in linguistics, a 790 on the GMAT, and a perfect 170/170 on the GRE. Check out Chelsey’s upcoming GMAT prep offerings <a href="https://www.manhattanprep.com/gmat/classes/?utm_source=manhattanprep.com%2Fgmat%2Fblog&utm_medium=blog&utm_content=CooleyCoursesLinkGMATBlog&utm_campaign=GMAT%20Blog#instructor/336">here</a>.</em></p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/the-top-6-gmat-quant-mistakes-that-you-dont-know-youre-making/">The Top 6 GMAT Quant Mistakes That You Don’t know You’re Making</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></content:encoded> </item> <item> <title>Two Minutes of GMAT Quant: A Breakdown – Part 1</title> <link>https://www.manhattanprep.com/gmat/blog/two-minutes-of-gmat-quant-a-breakdown-part-1-of-3/</link> <dc:creator><![CDATA[Emily Madan]]></dc:creator> <pubDate>Wed, 10 Feb 2016 23:04:54 +0000</pubDate> <category><![CDATA[For Current Studiers]]></category> <category><![CDATA[GMAT Prep]]></category> <category><![CDATA[How to Study]]></category> <category><![CDATA[Problem Solving]]></category> <category><![CDATA[Quant]]></category> <category><![CDATA[Taking the GMAT]]></category> <category><![CDATA[b-school]]></category> <category><![CDATA[business school]]></category> <category><![CDATA[GMAT]]></category> <category><![CDATA[GMAT First Glance]]></category> <category><![CDATA[gmat how to study]]></category> <category><![CDATA[GMAT prep]]></category> <category><![CDATA[gmat quant]]></category> <category><![CDATA[gmat strategies]]></category> <category><![CDATA[gmat study tips]]></category> <category><![CDATA[GMAT Tips]]></category> <category><![CDATA[Graduate Management Admission Test]]></category> <category><![CDATA[how to study]]></category> <category><![CDATA[MBA]]></category> <category><![CDATA[quant]]></category> <category><![CDATA[quant problem solving]]></category> <category><![CDATA[Working Backwards]]></category> <guid isPermaLink="false">http://www.manhattanprep.com/gmat/?p=10982</guid> <description><![CDATA[<p>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. Two minutes is not a huge amount of time. Yet if you want to finish the entire GMAT Quant section in 75 minutes, two minutes […]</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/two-minutes-of-gmat-quant-a-breakdown-part-1-of-3/">Two Minutes of GMAT Quant: A Breakdown – Part 1</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></description> <content:encoded><![CDATA[<p><img decoding="async" loading="lazy" class="alignleft size-full wp-image-10986" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2016/02/blog-minutes-pt1.png" alt="blog-minutes-pt1" width="676" height="264" srcset="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2016/02/blog-minutes-pt1.png 676w, https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2016/02/blog-minutes-pt1-300x117.png 300w" sizes="(max-width: 676px) 100vw, 676px" /><strong><em>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! <a href="https://www.manhattanprep.com/gmat/classes/?utm_source=manhattanprep.com%2Fgmat%2Fblog&utm_medium=blog&utm_content=GMAT%20Complete%20Courses%20Plug&utm_campaign=GMAT%20Blog">Check out our upcoming courses here</a>.</em></strong></p> <hr /> <p>Two minutes is not a huge amount of time. Yet if you want to finish the entire GMAT Quant section in 75 minutes, two minutes is about all you have to solve each problem. Don’t interpret that to mean you just have to go quickly or skip important steps like checking your work. Instead, seek out a more efficient process for dealing with GMAT problems.</p> <p>Better yet, read along as I detail an efficient process for dealing with your two minutes.<span id="more-10982"></span></p> <p><strong>The First 5 Seconds: Glance</strong></p> <p>GMAT problems can be very helpful. They are full of hints that direct your process. The trick is knowing how to find those hints. For Problem Solving, start with a quick glance at the answer choices.You’re looking for two things: 1) Are the numbers arranged in any particular way that hints at what you’ll need to focus on and 2) Do the answer choices indicate any alternate strategies that might be helpful?</p> <p>If you find your focus in the answer choices, you’re at an incredible advantage. Take a look at these three sets of answers, each of which has a huge hint, to see if you can already spot them.</p> <p><strong>Set 1:</strong></p> <ol> <li>005</li> <li>05</li> <li>5</li> <li>5</li> <li>50</li> </ol> <p><strong>Set 2:</strong></p> <ol> <li>1/2 > M > 1/3</li> <li>1/3 > M >1/4</li> <li>1/4>M > 1/5</li> <li>1/5 > M > 1/10</li> <li>1/10 > M > 1/20</li> </ol> <p><strong>Set 3:</strong></p> <ol> <li>16%</li> <li>38%</li> <li>50%</li> <li>62%</li> <li>84%</li> </ol> <p>What did you see? Let’s look set-by-set.</p> <p><strong>Set 1:</strong> For Set 1, you should have noticed that each answer is 5*some power of 10. It’s only the decimal that moves. The hint is that you already know the numerical answer. It’s 5. What you don’t know is where the decimal should be, so that needs to be your focus when you dive into the problem.</p> <p><strong>Set 2:</strong> Set 2 is strikingly different. The problem will clearly ask you to solve for M, but the answers hint at a shortcut. Because M is given in a range, you shouldn’t need an exact value. Instead, if you can approximate it, you’ll be able to cut your time down.</p> <p><strong>Set 3:</strong> You’ll find many GMAT problems that ask for a percent value, as Set 3 does. The hint is that the answers contain not only the right answer, but also the trap answers. Imagine the problem asks you to solve for percent of x in a group of x’s and y’s. Imagine also that the percent of x is actually 62%, answer (D). Using perfectly accurate math, you solve the problem and determine that x = 62% and y = 38%. In the heat of the moment, you jump at the number you correctly solved for and pick 38%, answer (B). Perfect math, zero credit. (We call this kind of right-answer/wrong-answer relationship “Twins.” It’s pretty common.)</p> <p>So at this point you’re worried enough about falling for the trap, and you’re probably saying “The hint here is to be careful in my calculations? What kind of hint is that? I always have to careful, now I’m just more stressed about it.” Well said, you.</p> <p>We will never tell you the hint is to be more careful. That’s not helpful. Here’s the real hint: Your next step should be find a way to avoid the trap. The question asks you to solve for x, but don’t jump to that. Start my eliminating the trap answers. Two of the answer choices above 50%, two are below it, and one is exactly 50%. When comparing x and y, you have three options: x is greater, y is greater, or they are the same. If you can reason through the explanation and see that x must be greater than y, you can eliminate A, B, and C, knocking out the trap answers.</p> <p>The answer choices can also point toward alternate strategies. See if you can pick which ones in these examples:</p> <p><strong>Set 4:</strong></p> <ol> <li>x<sup>2</sup>–4</li> <li>(x – 2)<sup>2</sup></li> <li>x<sup>2</sup> / 4</li> <li>4x<sup>2</sup></li> <li>4 – x<sup>2</sup></li> </ol> <p><strong>Set 5:</strong></p> <ol> <li>1,200</li> <li>800</li> <li>600</li> <li>400</li> <li>200</li> </ol> <p><strong>Set 6:</strong></p> <ol> <li>10,635</li> <li>5,387</li> <li>1,382</li> <li>524</li> <li>23</li> </ol> <p>Each of these answers lets you know the problem can be solved indirectly. If you’re comfortable with our alternate strategies, hopefully you spotted at least two out of the three.</p> <p><strong>Set 4:</strong> Set 4 is perfect for smart numbers or testing cases, depending on the set up. Pick a value for x, plug in, and see which answer produces the desired answer.</p> <p><strong>Set 5:</strong> Set 5 sets you up for working backwards. The answers are easy to compute with, so start with the answers instead of the problem.</p> <p><strong>Set 6:</strong> Set 6 is less obvious. You shouldn’t try to work backwards with this one because those numbers would be ugly in computations. They’ll also probably be ugly to solve for. Here’s a crazy idea: Don’t worry about the actual answer. Each choice is drastically different from the others. Tackle this one by estimation. Should it be less than 10,000, but significantly higher than 1,000? B is your answer. Figuring that range out shouldn’t be too hard.</p> <p>This has been a rather long post and we’ve only made it through the first <em>five seconds</em> of your two minute time allocation.Check back soon for the next edition of the two-minute breakdown.</p> <p>More importantly, all of this analysis should take you only 5 seconds. Are you already comfortable with that? Probably not yet, but you can be. Open your OG to any problem solving page. Pick a problem. Do not solve. Cover up the actual problem and just examine the answer choices. Take your time and see what you can figure out. Then solve the problem using the hints and strategies you’ve already figured out. Keep practicing your analysis of answer choices, each time giving yourself a little less time. Once you can get a good hint or two from the answer choices in only 5-10 seconds, <a href="https://www.manhattanprep.com/gmat/blog/2016/02/19/two-minutes-of-gmat-quant-a-breakdown-part-2/?utm_source=manhattanprep.com%2Fgmat%2Fblog&utm_medium=blog&utm_content=EM%205%20-%20Two%20Minutes%20of%20GMAT%20Quant%3A%20A%20Breakdown%20Part%201%20Linkforward%20to%20Part%202&utm_campaign=GMAT%20Blog">you’re ready to focus on the next step</a>.</p> <hr /> <p><em><strong>Of course, the most in-depth way to learn the ins-and-outs of GMAT Quant is to <a href="https://www.manhattanprep.com/gmat/classes/?utm_source=manhattanprep.com%2Fgmat%2Fblog&utm_medium=blog&utm_content=GMAT%20Complete%20Courses%20Plug&utm_campaign=GMAT%20Blog">take a complete course</a> with one of our master instructors. Try out any first session for free! No strings attached.</strong></em></p> <hr /> <p><a href="https://www.manhattanprep.com/instructors/emily-madan/?utm_source=manhattanprep.com%2Fgmat%2Fblog&utm_medium=blog&utm_content=GMAT%20Blog%20Emily%20Madan%20Instructor%20Bio&utm_campaign=GMAT%20Blog" target="_blank"><img decoding="async" loading="lazy" class="alignleft wp-image-10901 size-thumbnail" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2016/01/emily-madan-150x150.png" alt="Emily Madan Manhattan Prep GMAT Instructor" width="150" height="150" /></a><em><strong><a href="https://www.manhattanprep.com/instructors/emily-madan/?utm_source=manhattanprep.com%2Fgmat%2Fblog&utm_medium=blog&utm_content=GMAT%20Blog%20Emily%20Madan%20Instructor%20Bio&utm_campaign=GMAT%20Blog" target="_blank">Emily Madan</a> is a Manhattan Prep instructor based in Philadelphia. </strong>Having scored in the 99th percentile of the GMAT (770) and LSAT (177), Emily is committed to helping others achieve their full potential. In the classroom, she loves bringing concepts to life and her greatest thrill is that moment when a complex topic suddenly becomes clear. <a href="https://www.manhattanprep.com/gmat/classes/?utm_source=manhattanprep.com%2Fgmat%2Fblog&utm_medium=blog&utm_content=GMAT%20Blog%20Emily%20Madan%20Upcoming%20Courses&utm_campaign=GMAT%20Blog#instructor/344">Check out Emily’s upcoming GMAT courses here</a>. Your first class is always free!</em></p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/two-minutes-of-gmat-quant-a-breakdown-part-1-of-3/">Two Minutes of GMAT Quant: A Breakdown – Part 1</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></content:encoded> </item> <item> <title>GMAT Prep: Stop Wasting My Time</title> <link>https://www.manhattanprep.com/gmat/blog/gmat-prep-stop-wasting-my-time/</link> <dc:creator><![CDATA[Stacey Koprince]]></dc:creator> <pubDate>Wed, 23 Jul 2014 18:54:03 +0000</pubDate> <category><![CDATA[How to Study]]></category> <category><![CDATA[GMAT]]></category> <category><![CDATA[gmat explained]]></category> <category><![CDATA[gmat how to study]]></category> <category><![CDATA[gmat study help]]></category> <category><![CDATA[gmat study plan]]></category> <category><![CDATA[gmat study tips]]></category> <category><![CDATA[GMAT Tips]]></category> <category><![CDATA[Graduate Management Admission Test]]></category> <guid isPermaLink="false">http://www.manhattangmat.com/blog/?p=7449</guid> <description><![CDATA[<p>Have you ever worked with someone who inevitably managed to come up with things to do that were a complete waste of time? Maybe it was an insecure boss who was never confident about what he was doing, so he went for the “everything and the kitchen sink” approach to generating deliverables in the last […]</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/gmat-prep-stop-wasting-my-time/">GMAT Prep: Stop Wasting My Time</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></description> <content:encoded><![CDATA[<p><img decoding="async" loading="lazy" class="alignleft wp-image-7450" alt="gmat-study-tips" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/07/gmat-study-tips.png" width="403" height="403" srcset="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/07/gmat-study-tips.png 504w, https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/07/gmat-study-tips-150x150.png 150w, https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/07/gmat-study-tips-300x300.png 300w" sizes="(max-width: 403px) 100vw, 403px" />Have you ever worked with someone who inevitably managed to come up with things to do that were a complete waste of time? Maybe it was an insecure boss who was never confident about what he was doing, so he went for the “everything <i>and</i> the kitchen sink” approach to generating deliverables in the last few days before the deadline. Or maybe it was a fellow student on a group project, someone so diligent (cough, cough) that she wanted to turn in a 20-page report when the teacher suggested 10 pages (and actually specified a 12-page limit).</p> <p>You know who I’m talking about, right? We’ve all run across these situations in our academic or working lives. You want to be polite…but you also want to get your work done and not waste time on activities that don’t really help you reach the overall goal.</p> <p><strong>The GMAT is trying to waste your time</strong></p> <p>Okay, the test writers are not literally sitting there cackling and saying, “How can we get them to waste their lives?!?” But the overall sentiment still holds because of the way that the GMAT is constructed. You already know the classic “If you get something right, they give you something harder” pattern, right?</p> <p>Well, at some point, that “something harder” is going to be something that isn’t worth your time. You’re probably not going to get it right no matter what you do. Even if you do, you’re going to use up valuable time that you could be using on other problems.</p> <p>Most important of all, you’re going to be using up your finite brain energy on something that probably isn’t going to pay off. How many times in your life have you crashed towards the end of a test or a long day at work because your brain just couldn’t keep going any longer? The GMAT is a “where you end is what you get” test: if you crash before the end of the section, your score will suffer greatly.</p> <p>This is basically no different than that co-worker who’s trying to get you to build a marketing presentation when the client has specifically requested that you analyze the pros and cons of acquiring a competitor. Tomorrow at the client meeting, it won’t matter how good your intentions were. Your client is going to be mad that you wasted time on something that doesn’t actually help them.</p> <p><span id="more-7449"></span>So turn to your co-worker and say, “Stop wasting my time!”</p> <p>No, don’t really do that! Be nice to people. But <span style="text-decoration: underline">do</span> turn to the GMAT and say that when the test gives you something that’s just too hard or will take too long. Don’t feel that you didn’t study enough, that you’ve failed and this is all your fault. Look at the test and say, “Are you kidding me? Get out of my way. I’ve get better things to do.”</p> <p><strong>Really? But I can’t just give up…</strong></p> <p>Sure you can. You can train yourself to do anything. You just have to believe that this is what you’re supposed to be doing.</p> <p>The GMAT is <i>not</i> an academic test, though it can feel like one. It’s a test of your Executive Reasoning skills—how well you make decisions, manage scarce resources (time and mental energy), evaluate opportunities. A good business person needs to know how to assess various opportunities and when to decide to pursue certain ones and dump others. <a href="https://www.manhattanprep.com/gmat/blog/2013/06/03/what-the-gmat-really-tests/">That’s what the GMAT is really testing</a>.</p> <p><strong>Okay, how do I learn to internalize this?</strong></p> <p>First, literally have that person in mind, the one you know who usually manages to find a way to waste time. You’re going to visualize that person and push the problem onto him or her: Yeah, why don’t YOU go work on this? I’ll be spending my time on more useful activities.</p> <p>Second, know the hallmarks of a “time-waster” problem. Roman numeral quant problem? Usually a time waster (TW). CR and RC EXCEPT questions? TW. The entire sentence is underlined and when I read it for the first time, I can’t even follow the sentence? TW. I recently saw a GMATPrep quant problem that was a roman numeral <i>and</i> gave an inequality with <span style="text-decoration: underline">4</span> variables and fractions. No, thanks!</p> <p>Second, know your strengths and weaknesses. Those weaknesses that are also infrequently tested are TWs for you. 3-D geometry? No way— unless it’s literally just plugging given numbers into a volume formula, I’m probably going to mess it up.</p> <p>But give me any weighted average problem and I can do it on time. You might be the exact opposite. As long as the topic is not something that is frequently tested, you can get away with knowing the basics (in case you get an easier question) and bailing if you get a hard one.</p> <p>Third, know where you are on your pacing. When the deadline is in an hour, your priorities change: you get even more ruthless about how to spend that precious time. If you are behind on time, bail even faster when you hit a weakness or a time-waster problem. Don’t even try to make an educated guess; just pick your favorite letter and move on.</p> <p><strong>In sum, change your mindset.</strong></p> <p>This isn’t the first time I’ve written about the optimal mindset for the GMAT. People who struggle on this test almost universally struggle with mindset (among other things). People who score 720+ on the GMAT have <i>at least</i> partially mastered the optimal mindset. It’s that important.</p> <p>So here it is in a nutshell:</p> <p>The GMAT is not an academic test; it is <a href="https://www.manhattanprep.com/gmat/blog/2013/06/03/what-the-gmat-really-tests/">a test of executive reasoning skills</a>. (Yes, this is the same article I linked to earlier. It’s that important.)</p> <p>Good business people know how to distinguish between good opportunities and bad ones—and <a href="//www.manhattanprep.com/gmat/blog/2013/01/28/but-i-studied-this-i-should-know-how-to-do-it/">don’t hesitate to dump the bad ones</a>.</p> <p>Great business people can make the hard decisions to manage scarce resources—on the GMAT, <a href="//www.manhattanprep.com/gmat/blog/2012/07/25/everything-you-need-to-know-about-time-management-part-1/">time</a> and <a href="//www.manhattanprep.com/gmat/blog/2011/08/25/too-many-decisions-can-drive-you-crazy/">mental stamina</a>. (I’d also link to this article that you’re reading right now, but that would be kind of…redundant.)</p> <p>Approach this test with a business mindset, not an academic one, and you’ll lift your score!</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/gmat-prep-stop-wasting-my-time/">GMAT Prep: Stop Wasting My Time</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></content:encoded> </item> <item> <title>Memorize this and pick up 2 or 3 GMAT quant questions on the test!</title> <link>https://www.manhattanprep.com/gmat/blog/memorize-this-and-pick-up-2-or-3-gmat-quant-questions-on-the-test/</link> <dc:creator><![CDATA[Stacey Koprince]]></dc:creator> <pubDate>Thu, 29 May 2014 18:54:44 +0000</pubDate> <category><![CDATA[Algebra]]></category> <category><![CDATA[Quant]]></category> <category><![CDATA[advanced quant]]></category> <category><![CDATA[algebra]]></category> <category><![CDATA[algebra help]]></category> <category><![CDATA[algebra tips]]></category> <category><![CDATA[GMAT]]></category> <category><![CDATA[gmat quant]]></category> <category><![CDATA[gmat quant alegbra]]></category> <category><![CDATA[gmat quant help]]></category> <category><![CDATA[gmat quant tips]]></category> <category><![CDATA[GMAT Tips]]></category> <category><![CDATA[graduate management admissions test]]></category> <category><![CDATA[quant]]></category> <guid isPermaLink="false">http://www.manhattangmat.com/blog/?p=7243</guid> <description><![CDATA[<p>Memorize what? I’m not going to tell you yet. Try this problem from the GMATPrep® free practice tests first and see whether you can spot the most efficient solution. All right, have you got an answer? How satisfied are you with your solution? If you did get an answer but you don’t feel as though […]</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/memorize-this-and-pick-up-2-or-3-gmat-quant-questions-on-the-test/">Memorize this and pick up 2 or 3 GMAT quant questions on the test!</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></description> <content:encoded><![CDATA[<p><img decoding="async" loading="lazy" class="size-full wp-image-7257 alignleft" alt="gmat-quant-tips" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/05/gmat-quant-tips.png" width="403" height="403" srcset="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/05/gmat-quant-tips.png 403w, https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/05/gmat-quant-tips-150x150.png 150w, https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/05/gmat-quant-tips-300x300.png 300w" sizes="(max-width: 403px) 100vw, 403px" />Memorize what? I’m not going to tell you yet. Try this problem from the GMATPrep® free practice tests first and see whether you can spot the most efficient solution.</p> <p><img decoding="async" loading="lazy" class="alignnone size-full wp-image-7256" alt="Screen Shot 2014-05-29 at 2.40.57 PM" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/05/screen-shot-2014-05-29-at-2.40.57-pm.png" width="318" height="251" srcset="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/05/screen-shot-2014-05-29-at-2.40.57-pm.png 318w, https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/05/screen-shot-2014-05-29-at-2.40.57-pm-300x236.png 300w" sizes="(max-width: 318px) 100vw, 318px" /></p> <p>All right, have you got an answer? How satisfied are you with your solution? If you did get an answer but you don’t feel as though you found an <i>elegant</i> solution, take some time to review the problem yourself before you keep reading.</p> <p><i>Step 1: Glance Read Jot</i></p> <p>Take a quick glance; what have you got? PS. A given equation, <i>xy</i> = 1. A seriously ugly-looking equation. Some fairly “nice” numbers in the answers. Hmm, maybe you should work backwards from the answers?</p> <p>Jot the given info on the scrap paper.</p> <p><i>Step 2: Reflect Organize</i></p> <p>Oh, wait. Working backwards isn’t going to work—the answers don’t stand for just a simple variable.</p> <p>Okay, what’s plan B? Does anything else jump out from the question stem?</p> <p>Hey, those ugly exponents…there is one way in which they’re kind of nice. They’re both one of the three common special products. In general, when you see a special product, try rewriting the problem usually the <i>other</i> form of the special product.</p> <p><i>Step 3: Work</i></p> <p>Here’s the original expression again:</p> <p><img decoding="async" loading="lazy" class="size-full wp-image-7245 alignnone" alt="Screen Shot 2014-05-29 at 2.31.24 PM" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/05/screen-shot-2014-05-29-at-2.31.24-pm.png" width="61" height="63" /></p> <p>Let’s see.</p> <p><img decoding="async" loading="lazy" class="alignnone size-full wp-image-7246" alt="Screen Shot 2014-05-29 at 2.32.25 PM" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/05/screen-shot-2014-05-29-at-2.32.25-pm.png" width="175" height="71" /></p> <p>Interesting. I like that for two reasons. First of all, a couple of those terms incorporate <i>xy</i> and the question stem told me that <i>xy</i> = 1, so maybe I’m heading in the right direction. Here’s what I’ve got now:</p> <p><img decoding="async" loading="lazy" class="alignnone size-full wp-image-7247" alt="Screen Shot 2014-05-29 at 2.33.22 PM" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/05/screen-shot-2014-05-29-at-2.33.22-pm.png" width="159" height="64" /></p> <p>And that takes me to the second reason I like this: the two sets of exponents look awfully similar now, and they gave me a fraction to start. In general, we’re supposed to try to simplify fractions, and we do that by dividing stuff out.</p> <p><img decoding="async" loading="lazy" class="alignnone size-full wp-image-7248" alt="Screen Shot 2014-05-29 at 2.34.28 PM" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/05/screen-shot-2014-05-29-at-2.34.28-pm.png" width="71" height="55" /></p> <p>How else can I write this to try to divide the similar stuff out? Wait, I’ve got it:</p> <p>The numerator: <img decoding="async" loading="lazy" class="alignnone size-full wp-image-7249" alt="Screen Shot 2014-05-29 at 2.35.25 PM" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/05/screen-shot-2014-05-29-at-2.35.25-pm.png" width="110" height="42" /></p> <p>The denominator: <img decoding="async" loading="lazy" class="alignnone size-full wp-image-7250" alt="Screen Shot 2014-05-29 at 2.36.02 PM" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/05/screen-shot-2014-05-29-at-2.36.02-pm.png" width="114" height="41" /></p> <p>They’re almost identical! Both of the <img decoding="async" loading="lazy" class="alignnone size-full wp-image-7251" alt="Screen Shot 2014-05-29 at 2.37.06 PM" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/05/screen-shot-2014-05-29-at-2.37.06-pm.png" width="42" height="37" />terms cancel out, as do the <img decoding="async" loading="lazy" class="alignnone size-full wp-image-7252" alt="Screen Shot 2014-05-29 at 2.37.41 PM" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/05/screen-shot-2014-05-29-at-2.37.41-pm.png" width="41" height="39" />terms, leaving me with:</p> <p><img decoding="async" loading="lazy" class="alignnone size-full wp-image-7253" alt="Screen Shot 2014-05-29 at 2.38.29 PM" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/05/screen-shot-2014-05-29-at-2.38.29-pm.png" width="32" height="48" /></p> <p>I like that a lot better than the crazy thing they started me with. Okay, how do I deal with this last step?</p> <p>First, be really careful. Fractions + negative exponents = messy. In order to get rid of the negative exponent, take the reciprocal of the base:</p> <p><img decoding="async" loading="lazy" class="alignnone size-full wp-image-7254" alt="Screen Shot 2014-05-29 at 2.39.05 PM" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/05/screen-shot-2014-05-29-at-2.39.05-pm.png" width="59" height="78" /></p> <p>Next, dividing by 1/2 is the same as multiplying by 2:</p> <p><img decoding="async" loading="lazy" class="alignnone size-full wp-image-7255" alt="Screen Shot 2014-05-29 at 2.39.54 PM" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/05/screen-shot-2014-05-29-at-2.39.54-pm.png" width="52" height="28" /></p> <p>That multiplies to 16, so the correct answer is (D).</p> <p><b>Key Takeaways: Special Products</b></p> <p>(1) Your math skills have to be solid. If you don’t know how to manipulate exponents or how to simplify fractions, you’re going to get this problem wrong. If you struggle to remember any of the rules, start building and drilling flash cards. If you know the rules but make <a href="mailto://www.manhattanprep.com/gmat/blog/2012/10/24/how-to-minimize-careless-errors-when-taking-the-gmat/">careless mistakes</a> as you work, start writing down every step and pausing to think about where you’re going before you go there. Don’t just run through everything without thinking!</p> <p>(2) You need to memorize the special products <i>and</i> you also need to know when and how to use them. The test writers LOVE to use special products to create a seemingly impossible question with a very elegant solution. Whenever you spot any form of a special product, write the problem down using both the original form and the other form. If you’re not sure which one will lead to the answer, try the <i>other</i> form first, the one they didn’t give you; this is more likely to lead to the correct answer (though not always).</p> <p>(3) You may not see your way to the end after just the first step. That’s okay. Look for clues that indicate that you may be on the right track, such as <i>xy</i> being part of the other form. If you take a few steps and come up with something totally crazy or ridiculously hard, go back to the beginning and try the other path. Often, though, you’ll find the problem simplifying itself as you get several steps in.</p> <p>* GMATPrep® questions courtesy of the Graduate Management Admissions Council. Usage of this question does not imply endorsement by GMAC.</p> <p> </p> <p> </p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/memorize-this-and-pick-up-2-or-3-gmat-quant-questions-on-the-test/">Memorize this and pick up 2 or 3 GMAT quant questions on the test!</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></content:encoded> </item> <item> <title>Save Time and Eliminate Frustration on DS: Draw It Out!</title> <link>https://www.manhattanprep.com/gmat/blog/save-time-and-eliminate-frustration-on-ds-draw-it-out/</link> <dc:creator><![CDATA[Stacey Koprince]]></dc:creator> <pubDate>Thu, 10 Apr 2014 16:45:05 +0000</pubDate> <category><![CDATA[Data Sufficiency]]></category> <category><![CDATA[Quant]]></category> <category><![CDATA[data sufficiency]]></category> <category><![CDATA[GMAT]]></category> <category><![CDATA[gmat data sufficiency]]></category> <category><![CDATA[gmat quant]]></category> <category><![CDATA[gmat quant data sufficiency]]></category> <category><![CDATA[GMAT Tips]]></category> <category><![CDATA[Graduate Management Admission Test]]></category> <category><![CDATA[quant]]></category> <guid isPermaLink="false">http://www.manhattangmat.com/blog/?p=7121</guid> <description><![CDATA[<p>Some Data Sufficiency questions present you with scenarios: stories that could play out in various complicated ways, depending on the statements. How do you get through these with a minimum of time and fuss? Try the below problem. (Copyright: me! I was inspired by an OG problem; I’ll tell you which one at the end.) […]</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/save-time-and-eliminate-frustration-on-ds-draw-it-out/">Save Time and Eliminate Frustration on DS: Draw It Out!</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></description> <content:encoded><![CDATA[<p><img decoding="async" loading="lazy" class="alignleft size-full wp-image-7128" alt="data-sufficiency" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/04/data-sufficiency.png" width="403" height="403" srcset="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/04/data-sufficiency.png 403w, https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/04/data-sufficiency-150x150.png 150w, https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/04/data-sufficiency-300x300.png 300w" sizes="(max-width: 403px) 100vw, 403px" />Some Data Sufficiency questions present you with scenarios: stories that could play out in various complicated ways, depending on the statements. How do you get through these with a minimum of time and fuss?</p> <p>Try the below problem. (Copyright: me! I was inspired by an OG problem; I’ll tell you which one at the end.)</p> <p>* “During a week-long sale at a car dealership, the most number of cars sold on any one day was 12. If at least 2 cars were sold each day, was the average daily number of cars sold during that week more than 6?</p> <p>“(1) During that week, the second smallest number of cars sold on any one day was 4.</p> <p>“(2) During that week, the median number of cars sold was 10.”</p> <p>First, do you see why I described this as a “scenario” problem? All these different days… and some number of cars sold each day… and then they (I!) toss in average and median… and to top it all off, the problem asks for a range (<i>more than 6</i>). Sigh.</p> <p>Okay, what do we do with this thing?</p> <p>Because it’s Data Sufficiency, start by establishing the givens. Because it’s a scenario, Draw It Out.</p> <p>Let’s see. The “highest” day was 12, but it doesn’t say which day of the week that was. So how can you draw this out?</p> <p>Neither statement provides information about a specific day of the week, either. Rather, they provide information about the least number of sales and the median number of sales.</p> <p>The use of median is interesting. How do you normally organize numbers when you’re dealing with median?</p> <p>Bingo! Try organizing the number of sales from smallest to largest. Draw out 7 slots (one for each day) and add the information given in the question stem:</p> <p><img decoding="async" loading="lazy" class="alignnone size-full wp-image-7122" alt="Screen Shot 2014-04-10 at 12.37.53 PM" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/04/screen-shot-2014-04-10-at-12.37.53-pm.png" width="202" height="38" /></p> <p>Now, what about that question? It asks not for the average, but <i>whether</i> the average number of daily sales for the week is more than 6. Does that give you any ideas for an approach to take?</p> <p>Because it’s a yes/no question, you want to try to “prove” both yes and no for each statement. If you can show that a statement will give you both a yes and a no, then you know that statement is not sufficient. Try this out with statement 1</p> <p>(1) During that week, the least number of cars sold on any one day was 4.</p> <p>Draw out a version of the scenario that includes statement (1):</p> <p><img decoding="async" loading="lazy" class="alignnone size-full wp-image-7123" alt="Screen Shot 2014-04-10 at 12.38.22 PM" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/04/screen-shot-2014-04-10-at-12.38.22-pm.png" width="215" height="43" /></p> <p>Can you find a way to make the average less than 6? Keep the first day at 2 and make the other days as small as possible:</p> <p><img decoding="async" loading="lazy" class="alignnone size-full wp-image-7124" alt="Screen Shot 2014-04-10 at 12.38.58 PM" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/04/screen-shot-2014-04-10-at-12.38.58-pm.png" width="229" height="40" /></p> <p>The sum of the numbers is 34. The average is 34 / 7 = a little smaller than 5.</p> <p>Can you also make the average greater than 6? Try making all the numbers as big as possible:</p> <p><img decoding="async" loading="lazy" class="alignnone size-full wp-image-7125" alt="Screen Shot 2014-04-10 at 12.39.24 PM" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/04/screen-shot-2014-04-10-at-12.39.24-pm.png" width="222" height="36" /></p> <p>(Note: if you’re not sure whether the smallest day could be 4—the wording is a little weird—err on the cautious side and make it 3.)</p> <p>You may be able to eyeball that and tell it will be greater than 6. If not, calculate: the sum is 67, so the average is just under 10.</p> <p>Statement (1) is not sufficient because the average might be greater than or less than 6. Cross off answers (A) and (D).</p> <p>Now, move to statement (2):</p> <p>(2) During that week, the median number of cars sold was 10.</p> <p>Again, draw out the scenario (using only the second statement this time!).</p> <p><img decoding="async" loading="lazy" class="alignnone size-full wp-image-7126" alt="Screen Shot 2014-04-10 at 12.39.59 PM" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/04/screen-shot-2014-04-10-at-12.39.59-pm.png" width="240" height="40" /></p> <p>Can you make the average less than 6? Test the smallest numbers you can. The three lowest days could each be 2. Then, the next three days could each be 10.</p> <p><img decoding="async" loading="lazy" class="alignnone size-full wp-image-7127" alt="Screen Shot 2014-04-10 at 12.40.21 PM" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/04/screen-shot-2014-04-10-at-12.40.21-pm.png" width="219" height="35" /></p> <p>The sum is 6 + 30 + 12 = 48. The average is 48 / 7 = just under 7, but bigger than 6. The numbers cannot be made any smaller—you have to have a minimum of 2 a day. Once you hit the median of 10 in the middle slot, you have to have something greater than or equal to the median for the remaining slots to the right.</p> <p>The smallest possible average is still bigger than 6, so this statement is sufficient to answer the question. The correct answer is (B).</p> <p>Oh, and the OG question is DS #121 from OG13. If you think you’ve got the concept, test yourself on the OG problem.</p> <p> </p> <p><b>Key Takeaway: Draw Out Scenarios</b></p> <p>(1) Sometimes, these scenarios are so elaborate that people are paralyzed. Pretend your boss just asked you to figure this out. What would you do? You’d just start drawing out possibilities till you figured it out.</p> <p>(2) On Yes/No DS questions, try to get a Yes answer and a No answer. As soon as you do that, you can label the statement Not Sufficient and move on.</p> <p>(3) After a while, you might have to go back to your boss and say, “Sorry, I can’t figure this out.” (Translation: you might have to give up and guess.) There isn’t a fantastic way to guess on this one, though I probably wouldn’t guess (E). The statements don’t look obviously helpful at first glance… which means probably at least one of them is!</p> <p> </p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/save-time-and-eliminate-frustration-on-ds-draw-it-out/">Save Time and Eliminate Frustration on DS: Draw It Out!</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></content:encoded> </item> <item> <title>How to Create the Most Effective GMAT Problem Sets (Part 1)</title> <link>https://www.manhattanprep.com/gmat/blog/how-to-create-the-most-effective-gmat-problem-sets/</link> <dc:creator><![CDATA[Stacey Koprince]]></dc:creator> <pubDate>Thu, 06 Mar 2014 14:58:15 +0000</pubDate> <category><![CDATA[How to Study]]></category> <category><![CDATA[GMAT]]></category> <category><![CDATA[GMAT Problem]]></category> <category><![CDATA[gmat problem set]]></category> <category><![CDATA[gmat problem sets]]></category> <category><![CDATA[gmat problems]]></category> <category><![CDATA[gmat strategy]]></category> <category><![CDATA[gmat study guide]]></category> <category><![CDATA[gmat study help]]></category> <category><![CDATA[gmat test tips]]></category> <category><![CDATA[GMAT Tips]]></category> <category><![CDATA[Graduate Management Admission Test]]></category> <category><![CDATA[problem set]]></category> <category><![CDATA[problem sets]]></category> <category><![CDATA[taking the gmat]]></category> <guid isPermaLink="false">http://www.manhattangmat.com/blog/?p=7058</guid> <description><![CDATA[<p>You’ve heard a million times that you’re supposed to create Official Guide (OG) problem sets in order to practice for the test. But how do you actually do so in a way that will help you get the most out of your study? Fear not! This article is coming to your rescue. Initially, when you’re […]</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/how-to-create-the-most-effective-gmat-problem-sets/">How to Create the Most Effective GMAT Problem Sets (Part 1)</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></description> <content:encoded><![CDATA[<p><img decoding="async" loading="lazy" class="alignleft size-full wp-image-7059" alt="gmat-problem-sets" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/03/gmat-problem-sets.png" width="403" height="403" srcset="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/03/gmat-problem-sets.png 403w, https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/03/gmat-problem-sets-150x150.png 150w, https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/03/gmat-problem-sets-300x300.png 300w" sizes="(max-width: 403px) 100vw, 403px" />You’ve heard a million times that you’re supposed to create Official Guide (OG) problem sets in order to practice for the test. But <i>how</i> do you actually do so in a way that will help you get the most out of your study?</p> <p>Fear not! This article is coming to your rescue.</p> <p>Initially, when you’re studying a new topic or problem type, you won’t do sets of problems; instead, you’ll just try one problem at a time. As you gain experience, though, you’re going to want to do 3 problems in a row, or 5, or 10.</p> <h3>Why?</h3> <p>Because the real test will never give you just one problem!</p> <p>The GMAT will give you many questions in a row and they’ll be all jumbled up—an SC, then a couple of CRs, then back to another SC (that tests different grammar rules than the first one), and so on.</p> <p>You want to practice two things:</p> <p>(1) Jumping around among question types and topics</p> <p>(2) Managing your timing and mental energy among a group of questions</p> <h3>When do I start doing problem sets?</h3> <p>You’re going to use problem sets to test your skills, so you’ve got to develop some of those skills first. If you’re using our Strategy Guides to study, then at the end of one chapter, you’ll do only two or three OG problems to make sure that you understood the material in the chapter.</p> <p>Later, though, when you finish the Guide, do a set of problems that mix topics (and question types) from that entire book. Make sure you can distinguish between the similar-but-not-quite-the-same topics in that book, and also practice your skills on both problem solving and data sufficiency. As you finish subsequent Guides, your sets can include problems from everything you’ve done so far. Keep mixing it up!</p> <h3>How do I make the sets?</h3> <p>You’ll need to balance three things when you create a problem set:</p> <p>(1) <i>Number of problems.</i> Initially, start out with about 3 to 5 problems. As you gain experience and add topics, you’ll increase the size of the sets—we’ll talk more about this a little later.</p> <p>(2) <i>Type of problem and content.</i><br /> (a) For quant, always do a mix of Problem Solving (PS) and Data Sufficiency (DS). For verbal, mix at least two of the three types; you can include all three types in larger sets.<br /> (b) Do <i>not</i> do a set of 3 or more questions all from the same chapter or content area—for example, don’t do 3 exponents questions in a row. You know exactly what you’re about to get and the real test will never be this nice to you.</p> <p>(3) <i>Difficulty level.</i><br /> (a) Include a mix of easier, medium, and harder questions in your set. For all types except Reading Comprehension, the OG places problems in <em>roughly</em> increasing order of difficulty. On average, aroblem 3 is easier than a problem 50, which is easier than a problem 102. (This does not mean that problem 5 is necessarily harder than problem 3. In general, higher question numbers represent harder questions, but the increase is not linear from problem to problem.)<br /> (b) Note: your personal strengths and weaknesses will affect how you perceive the problems—you might think a lower-numbered problem is hard or a higher-numbered problem is easy. They are… for you! Expect that kind of outcome sometimes.</p> <h3>Timing!</h3> <p>Next, calculate how much time to give yourself to do the problem set.<br /> <span id="more-7058"></span><br /> Quant is easy: multiply the number of questions by two. For instance, if you have 3 questions, you have 6 minutes to complete the set.</p> <p>Verbal is harder. For every Sentence Correction (SC), give yourself 1 minute and 20 seconds. For every Critical Reasoning (CR), you get 2 minutes.</p> <p>For Reading Comprehension (RC), start with about 2 to 2.5 minutes for shorter passages or 2.5 to 3 minutes for longer passages. Then add 1 minute and 30 seconds for each problem you do. Select 3 or 4 problems—no more (most OG passages have 5 to 7 problems, but the real test gives you only 3 or 4 per passage).</p> <p>For your verbal problem set, add up the individual times and now you know how long to give yourself to do that set.</p> <p>For RC, I usually do the passage twice. The first time, I do only the odd-numbered problems. The second time, a month or two later, I do the even-numbered problems. (Feel free to swap the order of odd and even!) Each passage can do double-duty, as long as I wait long enough between to (mostly) forget what was happening in the passage.</p> <h3>Go!</h3> <p>Do the set! Pretend it’s a real testing situation. You have to finish by the time you run out of time. Cut yourself off and guess when you hit a problem that’s too hard to do in a reasonable timeframe.</p> <p>Above all, do NOT tell yourself, “Oh, I’m studying, so I really want to try each problem to the best of my ability, no matter how long it takes.” If you do that, you will build very bad habits for this test! Your main goal is to study <i>how to take the GMAT</i>—and the GMAT is not expecting you to get everything right.</p> <p>In fact, the test writers expect you NOT to be able to answer everything. They want to know whether you can properly assess a situation, identify bad opportunities (questions that are too hard or will take too long to do), and appropriately cut yourself off and move on to another opportunity. After all, good business people do that every day.</p> <p>If you haven’t already read my post on <a href="https://www.manhattanprep.com/gmat/blog/2013/06/03/what-the-gmat-really-tests/">what the GMAT is actually all about</a>, read it right now.</p> <h3>I did the set. Now, should I make another?</h3> <p>Not so fast! You did the set, but you haven’t really learned much yet. Most of your learning comes afterwards, when you review your work and the decisions that you made.</p> <p>You want to do two levels of review. First, look at the set as a whole. Did you make appropriate decisions about how to spend your (limited) time and mental energy? If you could have made better decisions, what and why? If, in hindsight, you realize that you really should have cut problem 3 off a lot faster, then figure out the moment at which the scale should have tipped. What was the clue that should have made you say, “I don’t think so. Buh-bye, annoying problem!”</p> <p>If you weren’t able to get to some of the problems because you ran out of time, first tell yourself that, on the real test, your score just tanked. You can’t do that next time. Second, feel free to try those problems now—but you still have to time yourself.</p> <p>Then, dive into the individual problems. You can use this this article about the <a href="//www.manhattanprep.com/gmat/blog/2013/07/22/the-second-level-of-learning-to-take-the-gmat/">2<sup>nd</sup> Level of Learning on the GMAT</a> to help you analyze your work. Occasionally, you’ll run across a problem that you feel you “should” know how to do, and you’ll want to try it again before you look up the answer. That’s perfectly fine; go ahead and try it. You don’t even need to time yourself this time around. In fact, if you want, feel free to look up anything you want in your books or elsewhere to help you try to figure out how to solve it. If, in the end, you can’t get anywhere with it, go ahead to the solution and see what you can learn.</p> <h3>Okay, I reviewed the set. NOW can I make another?</h3> <p>Yes! As long as you promise me that you really did thoroughly review and learn from the previous set. A lot of students will just plow through a million sets without really learning from them. Obviously, I don’t want you to do problems but not learn from them.</p> <p>Okay, as you get further into your studies, you’ll have more and more material to review. Now, you’re going to start making larger sets—perhaps 8, 10, 12, or even 15 questions.</p> <p>When you make sets of 8 or more questions, make sure that you are pulling from <i>at least</i> 2 different topic areas (e.g., algebra and geometry, or modifiers and parallelism plus inference and weaken).</p> <p>Between ½ and ¾ of the questions can cover topics you’ve studied in the past week or so, but the remaining ¼ to ½ has to be from longer-ago topics. This is how you’re going to work in your review! Toss in a fractions problem from 3 weeks ago. If you get it right, great. If you miss it, then maybe you need to schedule a little time to review fractions.</p> <p>By the time you get through all of your Strategy Guides, you should be making sets that cover topics from across the spectrum. At this point, you might even decide to buy GMAC’s GMAT Prep Question Pack #1, a bank of 400 practice problems integrated with the GMAT Prep practice test software. (I’m not including a link because it’ll just break in future. Go to <a href="//www.mba.com">www.mba.com</a> and look for the product in their store.)</p> <p>You can tell the software to give you a mix of, say, 10 DS and PS questions that are medium or harder difficulty only. The software will choose the actual topics.</p> <h3>Final Words</h3> <p>I know I said this once already, but it’s so important that I’m going to repeat it: the vast majority of your learning comes AFTER you have finished the problem set, when you analyze both the problem itself and your own work. Don’t just do problem set after problem set!</p> <p>Good luck with your study. Do you have any other tips to help your fellow students create effective problem sets? Tell us in the comments section below!</p> <p>Read part 2 of this series, <a href="https://www.manhattanprep.com/gmat/blog/2014/04/15/how-to-learn-from-your-gmat-problem-sets-part-2/">How to Learn from your GMAT Problem Sets (Part 2).</a></p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/how-to-create-the-most-effective-gmat-problem-sets/">How to Create the Most Effective GMAT Problem Sets (Part 1)</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></content:encoded> </item> <item> <title>Must-Use Strategy for Critical Reasoning</title> <link>https://www.manhattanprep.com/gmat/blog/must-use-strategy-for-critical-reasoning/</link> <dc:creator><![CDATA[Stacey Koprince]]></dc:creator> <pubDate>Wed, 02 Jun 2010 16:44:55 +0000</pubDate> <category><![CDATA[Critical Reasoning]]></category> <category><![CDATA[GMAT Prep]]></category> <category><![CDATA[GMAT Strategies]]></category> <category><![CDATA[Verbal]]></category> <category><![CDATA[CR Questions on the GMAT]]></category> <category><![CDATA[CR Tips]]></category> <category><![CDATA[Critical Reasoning Questions]]></category> <category><![CDATA[GMAT Test Prep Strategies]]></category> <category><![CDATA[GMAT Tips]]></category> <guid isPermaLink="false">http://www.manhattangmat.com/blog/?p=648</guid> <description><![CDATA[<p>I’ve been speaking with students lately who aren’t entirely sure how to approach Critical Reasoning (CR) questions when a new one first pops up on the screen. In particular, a lot of students do one thing they shouldn’t be doing: they read the argument too soon. How can someone read the argument too soon? It […]</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/must-use-strategy-for-critical-reasoning/">Must-Use Strategy for Critical Reasoning</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></description> <content:encoded><![CDATA[<p>I’ve been speaking with students lately who aren’t entirely sure how to approach Critical Reasoning (CR) questions when a new one first pops up on the screen. In particular, a lot of students do one thing they shouldn’t be doing: they read the argument too soon.</p> <h3><strong>How can someone read the argument too soon?</strong></h3> <p>It may seem kind of strange to say that someone reads the argument too soon. After all, isn’t that the first thing we do on a CR question? Actually, reading the argument is <em>not</em> the first thing we should do. The first thing we should do is read the question stem.</p> <p>Then, we’re ready to read the argument, right?</p> <p>Not so fast.</p> <p><span id="more-648"></span></p> <p>The question stem can tell us several things that will make it easier to do the rest of the problem. First, the question stem tells us what kind of question we’re about to do. Is this a Find the Assumption question? A Weaken the Conclusion question? Maybe it’s one of the Minor question types?</p> <p>(Note: The categories I discuss in this article are all based on how ManhattanGMAT classifies different CR questions. Different companies will have different categories; it doesn’t matter which company’s categories you know, as long as you do know them!)</p> <p>Second, <em>some</em> question stems provide additional information beyond the basic question. We can divide question stems into three basic categories: (A) Basic, (B) Clue, and (C) Conclusion!</p> <p>(A) Basic Question Stems</p> <p>A Basic question might say something like, The conclusion drawn above is based on the assumption that __________. This is a Find the Assumption question.</p> <p>(B) Clue Question Stems</p> <p>A question stem may also provide additional information in the form of a clue that will help us to find the conclusion. A Clue question might say something like, Which of the following, if true, provides the best grounds to doubt that the president’s plan will succeed? Now, we know several things. Best grounds to doubt tells us that this is a Weaken the Conclusion question. The additional information tells us that the argument talks about a president and a plan that the president has “ and, more importantly, that president’s plan has something to do with the conclusion of the argument. Most likely, the president’s plan, whatever it is, is the conclusion. Now I know I should pay extra attention when the argument starts talking about the president’s plan.</p> <p>(C) Conclusion! Question Stems</p> <p>A question stem can also contain the argument’s conclusion. Sometimes, the conclusion will be repeated in the argument text and sometimes the conclusion will be contained only in the question stem. An example of this type might read, Which of the following, if true, best supports the president’s plan to reduce costs by switching to a cheaper raw material? Bingo! Now, not only do I know this is a Strengthen the Conclusion question, but I also know the conclusion, so I can start analyzing the argument the moment I start reading it.</p> <p>Okay, I’ve read the question stem. I’ve identified the question type. Maybe I’ve even found something out about the conclusion. Now it’s time to read the argument, right?</p> <p>Maybe. We still have one more thing we should know how to do.</p> <h3><strong>Know what you’re about to do</strong></h3> <p>You’re about to answer a certain kind of question. You should know what it is that you have to do in order to answer a question of that type. While studying, make sure you can answer these four questions about every CR question type:</p> <p>(1) What kind of information do I need to find for this CR question type?</p> <p>(2) What kind of analysis will I need to do on that information?</p> <p>(3) What characteristics should I expect of the right answer?</p> <p>(4) What characteristics should I expect of the wrong answers?</p> <p>For example, if this is a Find the Assumption question, I know that an assumption is something that the author of the argument <em>must</em> believe to be true <em>in order to draw</em> that conclusion. (Note: I might disagree; I might think that assumption doesn’t have to be true.) The assumption is something the argument’s <em>author</em> must believe and the argument’s author must believe that piece of info specifically in order to get from one of the argument’s premises to the argument’s conclusion. So, now I know that I need something the author must believe to be true specifically in order to tie together one of the premises with the conclusion; that answers questions 1 and 2, above.</p> <p>Right answers on Find the Assumption questions will often be closely tied to the conclusion. They will not make the conclusion definitely true, but they may make the conclusion seem more valid or, at the least, it may be easier to understand why the <em>author</em> believes the conclusion is more valid. Right answers must bridge some gap between one of the given premises and the conclusion; it isn’t enough just to address the conclusion. Finally, if the right answer is negated (if we say that assumption is not true or doesn’t have to be true), then the author’s conclusion should make a lot less sense.</p> <p>The trickiest wrong answers will often address just a premise or just the conclusion, without bridging a gap between a premise and the conclusion. Wrong answers also may follow on from the conclusion, or talk about what would happen after the conclusion is accepted as valid. And, as always, some wrong answers may simply be out of scope, addressing something that isn’t the point of the argument. If the wrong answer is negated (if we say the assumption is not true or doesn’t have to be true), the author’s conclusion shouldn’t be affected much.</p> <h3><strong>Take-aways</strong></h3> <p>On all Critical Reasoning questions:</p> <p>(1) Read the question stem first. Identify the question type. If additional information is present, use it to help you find / know the conclusion as quickly and easily as possible.</p> <p>(2) Once you’ve identified the question type, quickly remind yourself of what you need to do on questions of this type. (If you’ve done the necessary studying, this should only take a few seconds.)</p> <p>(3) Anticipate. If there are certain traps you tend to fall into on questions of this type, know why you tend to make those mistakes and set up a process to help you avoid them.</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/must-use-strategy-for-critical-reasoning/">Must-Use Strategy for Critical Reasoning</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></content:encoded> </item> <item> <title>Layering in Data Sufficiency Questions</title> <link>https://www.manhattanprep.com/gmat/blog/layering-in-data-sufficiency-questions/</link> <dc:creator><![CDATA[Stacey Koprince]]></dc:creator> <pubDate>Wed, 12 May 2010 22:20:15 +0000</pubDate> <category><![CDATA[Data Sufficiency]]></category> <category><![CDATA[GMAT Strategies]]></category> <category><![CDATA[GMAT Study Guide]]></category> <category><![CDATA[How to Study]]></category> <category><![CDATA[Quant]]></category> <category><![CDATA[Data Sufficiency Questions on the GMAT]]></category> <category><![CDATA[GMAT Tips]]></category> <category><![CDATA[layering]]></category> <category><![CDATA[Layering in Data Sufficiency Questions]]></category> <category><![CDATA[Tips for Data Sufficiency Questions on the GMAT]]></category> <guid isPermaLink="false">http://www.manhattangmat.com/blog/?p=592</guid> <description><![CDATA[<p>This week, we have a follow-on article from Chris Ryan, Manhattan GMAT’s Director of Instructor and Product Development. Chris introduced the concept of layering to us in this article on Sentence Correction. Layering is a technique used by a test writer to make a question more difficult. Today, Chris is going to show us how […]</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/layering-in-data-sufficiency-questions/">Layering in Data Sufficiency Questions</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></description> <content:encoded><![CDATA[<p>This week, we have a follow-on article from Chris Ryan, Manhattan GMAT’s Director of Instructor and Product Development. Chris introduced the concept of layering to us in <a href="//www.beatthegmat.com/mba/2010/03/05/layering-in-sentence-correction-questions">this article on Sentence Correction</a>. Layering is a technique used by a test writer to make a question more difficult. Today, Chris is going to show us how layering works in data sufficiency questions.</p> <p><em>Note: I’ve repeated the introduction from the first article below, in case some of you haven’t read that one. If you did read the first one, the first few paragraphs will be review for you.</em></p> <hr size="2" /> <p>We all know that the GMAT is a computer adaptive test, and computer adaptive tests give us questions based on the difficulty level that we earn as we take the test. How do the test writers at ACT (the organization that writes the GMAT) determine which questions are harder than others?</p> <p>First, ACT engages in a process called “normalization,” wherein all freshly written questions are tested by actual test takers to determine what percentage answer the questions correctly (we know these questions as experimental questions). If too many people answer correctly, the question may need to be toughened up. If too few people answer correctly, the question may need to be dumbed down. ACT is looking to assemble a pool of questions that covers a range of difficulty, from cakewalk to mind-bending, and the test takers help them do so.</p> <p><span id="more-592"></span></p> <p>How does ACT find these test takers? Easy. Everyone who takes the GMAT will end up answering up to 10 unscored “experimental” math questions and 10 unscored “experimental” verbal questions. These questions are interspersed with the actual, scored questions with no way to identify them as experimental.</p> <p>Second, the writers at ACT have a general sense of what makes a 50th percentile question, or a 75th percentile question, or a 90th percentile question. Because each test is designed to evaluate proficiency in the same range of topics, the writers have to come up with ways to test the same concepts at different levels of difficulty. That’s where layering comes in.</p> <p>So, in a nutshell, a simple problem is made increasingly complex by adding information to obscure the core issues. As you progress in difficulty, ACT is less interested in whether you can perform basic calculations and more interested in whether you can peel away the layers to get to the core.</p> <p>For example, let’s consider the following progression in Data Sufficiency:</p> <blockquote><p>What is the value of x?</p></blockquote> <p>We have no way of knowing the value of x because (so far!) we have been given no information about it. In Data Sufficiency problems we are given 2 pieces of information (called “statements”) and asked to determine whether the statements (either individually or together) provide enough information to answer the question.</p> <p>In order to answer our question (What is the value of <em>x</em>?), the test-writers could provide you with a very straightforward statement. For example:</p> <blockquote><p><em>x</em> = 2</p></blockquote> <p>This would be absurdly easy, so the test writers have to somehow tell you that <em>x</em> = 2 without stating it outright. What if we had the following statement:</p> <blockquote><p><em>x</em>=√4</p></blockquote> <p>A little harder, but not much. Let’s try:</p> <blockquote><p>x<sup>2</sup> “ 4x + 4 = 0</p></blockquote> <p>This statement can be factored into (<em>x</em> – 2)(<em>x</em> – 2) = 0, which tells us that the value of <em>x</em> must be 2. This is a little tougher to decipher, but it is still not at an especially high level of GMAT difficulty. (Though there is a potential trap here: if you don’t try to factor, you might assume that a quadratic equation will give you two different answers and so you might think it’s insufficient.)</p> <p>What if we were given the following statement:</p> <blockquote><p>x<sup>y</sup>=y<sup>x</sup>, where <em>x</em> is prime and <em>y</em> is even.</p></blockquote> <p>[Note from Stacey: try to figure this one out on your own before you continue reading!]</p> <p>If <em>y</em> is even, then y<sup>x</sup> must be even as well. Because x<sup>y</sup>=y<sup>x</sup>, it must be true that x<sup>y</sup> is also even. If x<sup>y</sup> is even, <em>x</em> itself must be even. Since <em>x</em> is both even and prime, it must be true that <em>x</em> = 2, because 2 is the only even prime.</p> <p>Compare the statement x<sup>y</sup>=y<sup>x</sup>, where <em>x</em> is prime and <em>y</em> is even, to the statement <em>x</em> = 2. The statements provide the same information in the end, but one is unquestionably more difficult than the other.</p> <p>In Data Sufficiency, the level of difficulty is not wholly dependent on the difficulty of the concept; it depends in part on the skill with which the test writer conceals the necessary information. As you study, you should note any questions where the information was cleverly hidden and work backwards through the levels to see how the writers were able to mislead you. Many of their tricks appear over and over in questions in the Official Guide. If you learn to spot them, you will have an enormous advantage over other test takers.</p> <hr size="2" /> <h3>Major take-aways from Chris’s article:</h3> <ol> <li>When studying, try to figure out how the author layered the question stem or statement to make it more difficult. Can you write out the progression, from original language all the way to the simplest version? How did the author make this information so tricky?</li> <li>If you can strip out the layers and get yourself to the simplest representation, then you won’t be as likely to fall into a trap on a layered question. (You still might fall into a trap “ but you will have a much better chance of avoiding it!)</li> </ol> <p>* Note to ManhattanGMAT class students: stripping out the layers is what we call rephrasing in class. <img src="https://s.w.org/images/core/emoji/14.0.0/72x72/1f642.png" alt="🙂" class="wp-smiley" style="height: 1em; max-height: 1em;" /></p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/layering-in-data-sufficiency-questions/">Layering in Data Sufficiency Questions</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></content:encoded> </item> </channel> </rss>