<?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>Strategy – GMAT</title> <atom:link href="https://www.manhattanprep.com/gmat/blog/tag/strategy/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>Thu, 05 Sep 2019 16:00:38 +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>Three things to love about GMAT Roman numeral problems</title> <link>https://www.manhattanprep.com/gmat/blog/here-are-three-reasons-to-love-gmat-roman-numeral-problems/</link> <dc:creator><![CDATA[Chelsey Cooley]]></dc:creator> <pubDate>Mon, 11 Jan 2016 22:06:17 +0000</pubDate> <category><![CDATA[Data Sufficiency]]></category> <category><![CDATA[For Current Studiers]]></category> <category><![CDATA[Fractions, Decimals, Percents]]></category> <category><![CDATA[GMAT Prep]]></category> <category><![CDATA[GMAT Study Guide]]></category> <category><![CDATA[Quant]]></category> <category><![CDATA[b-school]]></category> <category><![CDATA[business school]]></category> <category><![CDATA[data sufficiency]]></category> <category><![CDATA[GMAT]]></category> <category><![CDATA[GMAT data sufficiency strategy]]></category> <category><![CDATA[GMAT roman numeral problems]]></category> <category><![CDATA[GMAT roman numeral problems strategy]]></category> <category><![CDATA[Graduate Management Admission Test]]></category> <category><![CDATA[how to study]]></category> <category><![CDATA[MBA]]></category> <category><![CDATA[quant]]></category> <category><![CDATA[roman numerals]]></category> <category><![CDATA[Strategy]]></category> <category><![CDATA[study plan]]></category> <category><![CDATA[study tips]]></category> <category><![CDATA[Tips]]></category> <guid isPermaLink="false">http://www.manhattanprep.com/gmat/?p=10862</guid> <description><![CDATA[<p>I. Roman numeral Quant problems aren’t a whole lot of fun. II. A lot of my students choose to skip them entirely, which is much smarter than wasting five minutes wondering what to do! III. However, it’s possible to turn this rare and tricky problem type into an opportunity. Read on, and learn why many […]</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/here-are-three-reasons-to-love-gmat-roman-numeral-problems/">Three things to love about GMAT Roman numeral problems</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></description> <content:encoded><![CDATA[<p><img decoding="async" fetchpriority="high" class="alignleft size-full wp-image-10872" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2016/01/blog-numerals.png" alt="blog-numerals" width="676" height="264" srcset="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2016/01/blog-numerals.png 676w, https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2016/01/blog-numerals-300x117.png 300w" sizes="(max-width: 676px) 100vw, 676px" />I. Roman numeral Quant problems aren’t a whole lot of fun.</p> <p>II. A lot of my students choose to skip them entirely, which is much smarter than wasting five minutes wondering what to do!</p> <p>III. However, it’s possible to turn this rare and tricky problem type into an opportunity.</p> <p>Read on, and learn why many GMAT high-scorers love Roman numeral problems.<span id="more-10862"></span></p> <h4><strong>Reason 1: They’re always easier than they look.</strong></h4> <p>Roman numeral problems are a little bit like Data Sufficiency problems. The difficulty usually doesn’t come from the math itself; it comes from complicated logic and deliberately obscure writing. You should always start a tricky-looking Data Sufficiency problem by <em>translating</em> and <em>simplifying</em> the problem, and you can do the same on Roman numeral problems.</p> <p>Here’s a problem from the GMAC’s GMATPrep software.</p> <p><img decoding="async" class="alignleft size-full wp-image-10864" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2016/01/roman-numeral-problem.png" alt="Roman_Numeral_Problem" width="911" height="615" srcset="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2016/01/roman-numeral-problem.png 911w, https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2016/01/roman-numeral-problem-300x203.png 300w" sizes="(max-width: 911px) 100vw, 911px" /></p> <p>At first glance, this problem is a mess. If you simplify the problem before you begin approaching it, though, you’ll discover a much easier problem underlying it. Start with the question stem, just like in Data Sufficiency:</p> <p><img decoding="async" class="size-full wp-image-10866 alignleft" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2016/01/roman-numeral-inequality-1.png" alt="Roman_Numeral_Inequality_1" width="155" height="175" /></p> <p> </p> <p> </p> <p> </p> <p> </p> <p>Then, simplify the statements, starting with the first:</p> <p><img decoding="async" loading="lazy" class="alignleft size-full wp-image-10867" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2016/01/roman-numeral-inequality-2.png" alt="Roman_Numeral_Inequality_2" width="307" height="316" srcset="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2016/01/roman-numeral-inequality-2.png 307w, https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2016/01/roman-numeral-inequality-2-291x300.png 291w" sizes="(max-width: 307px) 100vw, 307px" /></p> <p> </p> <p> </p> <p> </p> <p> </p> <p> </p> <p> </p> <p> <br /> The first statement actually simplifies to exactly what you’re given in the question itself, so it must be true. As an exercise, simplify the second statement in the same way. It simplifies to <em>ad </em>> <em>bc</em>, which <em>isn’t</em> true.</p> <p>At this point, you know that the right answer must include I, and it can’t include II. You could move on and simplify the third, much more complex statement, but do you really have to?</p> <h4><strong>Reason 2: There’s partial credit. </strong></h4> <p>Well, not technically. But take another look at those answer choices.</p> <p><img decoding="async" loading="lazy" class="alignleft size-full wp-image-10868" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2016/01/roman-numeral-choices.png" alt="Roman_Numeral_Choices" width="261" height="319" srcset="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2016/01/roman-numeral-choices.png 261w, https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2016/01/roman-numeral-choices-245x300.png 245w" sizes="(max-width: 261px) 100vw, 261px" /></p> <p> </p> <p> </p> <p> </p> <p> </p> <p> </p> <p> </p> <p> </p> <p>You can actually eliminate all but two of them. Only (B) and (E) meet the criteria of including Roman numeral I, but not including Roman numeral II. If you’re quick enough with algebra, you could get to this point 1 minute into the problem — and <strong>a 50/50 guess after 1 minute beats a definitive answer after 3 minutes</strong>, when it comes to maximizing your final score. Since Roman numeral problems often have one or two statements that are much simpler than the others, they represent a fantastic opportunity to take a <em>good</em> guess quickly.</p> <p>But if you’ve got plenty of time to solve a Roman numeral problem all the way through, what do you do?</p> <h4><strong>Reason 3: Testing easy cases works really well. </strong></h4> <p>I mentioned above that the difficulty of Roman Numeral problems doesn’t usually come from the math. When you test cases, you’ll rarely be tripped up by tough arithmetic or lengthy calculations. Plus, problems are often designed so that it’s clear what cases you should test. When they aren’t, you can sometimes get enough information by just testing a simple case at random. Try that approach with the third statement.</p> <p>Since <strong><em>ad < bc</em></strong>, choose the following values:</p> <p>a = 1 b = 2</p> <p>d = 1 c = 2</p> <p>Then, plug those values into statement III:</p> <p><img decoding="async" loading="lazy" class="alignleft size-full wp-image-10870" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2016/01/roman-numeral-fractions.png" alt="Roman_Numeral_Fractions" width="237" height="274" /></p> <p> </p> <p> </p> <p> </p> <p> </p> <p> </p> <p> </p> <p>Since that isn’t true, statement III doesn’t <em>have</em> to be true. The correct answer to the problem is <strong>(B) I only</strong>. The thing to notice here is how straightforward it was to test that case — and how, unlike in Data Sufficiency, testing just one case sometimes gives you all the information you need.</p> <h4><strong>What to do next</strong></h4> <p>Roman numeral problems are rare on the GMAT. There’s no reason to spend hours studying them, since you might not see even a single one on any given Quant section. That said, they’re sometimes easier than they look! After reading this article, you have all of the basic tools you need to approach most Roman numeral problems. To test them out, try the following problems from the <strong>Official Guide to the GMAT, 2016</strong>: Problem Solving 66, 96, and 107.</p> <hr /> <p><em><strong><a href="https://www.manhattanprep.com/instructors/chelsey-cooley/#" target="_blank"><img decoding="async" loading="lazy" class="alignleft wp-image-8513 size-thumbnail" src="//cdn2.manhattanprep.com/gre/wp-content/uploads/sites/19/2015/11/chelsey-cooley-150x150.jpg" alt="Chelsey-Cooley" width="150" height="150" /></a></strong></em><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">Chelsey Cooley</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/here-are-three-reasons-to-love-gmat-roman-numeral-problems/">Three things to love about GMAT Roman numeral problems</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></content:encoded> </item> <item> <title>GMAT Critical Reasoning Problems: Arguments That Tell You Why</title> <link>https://www.manhattanprep.com/gmat/blog/gmat-critical-reasoning-problems-arguments-that-tell-you-why/</link> <dc:creator><![CDATA[Chelsey Cooley]]></dc:creator> <pubDate>Fri, 08 Jan 2016 16:13:59 +0000</pubDate> <category><![CDATA[Critical Reasoning]]></category> <category><![CDATA[For Current Studiers]]></category> <category><![CDATA[GMAT Prep]]></category> <category><![CDATA[GMAT Resources]]></category> <category><![CDATA[GMAT Study Guide]]></category> <category><![CDATA[How to Study]]></category> <category><![CDATA[Verbal]]></category> <category><![CDATA[b-school]]></category> <category><![CDATA[business school]]></category> <category><![CDATA[critical reasoning problems]]></category> <category><![CDATA[GMAT]]></category> <category><![CDATA[GMAT prep]]></category> <category><![CDATA[gmat strategy]]></category> <category><![CDATA[gmat study tips]]></category> <category><![CDATA[GMAT Verbal]]></category> <category><![CDATA[gmat verbal critical reasoning]]></category> <category><![CDATA[GMAT Verbal Practice]]></category> <category><![CDATA[how to solve critical reasoning problems]]></category> <category><![CDATA[Strategy]]></category> <category><![CDATA[study tips]]></category> <category><![CDATA[Tips]]></category> <category><![CDATA[verbal]]></category> <category><![CDATA[verbal critical reasoning]]></category> <guid isPermaLink="false">http://www.manhattanprep.com/gmat/?p=10824</guid> <description><![CDATA[<p>There are really only a dozen different Critical Reasoning problems in the Official Guide to the GMAT. The test writers recycle the same basic argument structures over and over, and they use the same right answers over and over, too. Even though the topics change — an argument might be about school funding the first […]</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/gmat-critical-reasoning-problems-arguments-that-tell-you-why/">GMAT Critical Reasoning Problems: Arguments That Tell You Why</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" loading="lazy" class="alignleft size-full wp-image-10825" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2016/01/blog-gmatargument.png" alt="Blog-GMATArgument" width="676" height="264" srcset="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2016/01/blog-gmatargument.png 676w, https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2016/01/blog-gmatargument-300x117.png 300w" sizes="(max-width: 676px) 100vw, 676px" />There are really only a dozen different Critical Reasoning problems in the Official Guide to the GMAT. The test writers recycle the same basic argument structures over and over, and they use the same right answers over and over, too. Even though the topics change — an argument might be about school funding the first time you see it, and industrial efficiency the next — you can sometimes recognize the underlying structure, outsmart the test, and earn some well-deserved points on the Verbal section.</span><span id="more-10824"></span></p> <p><span style="font-weight: 400;">One example to be familiar with is the “tell me why” argument. When you see one of these arguments, it’ll probably be part of a </span><b>Weaken the Argument </b><span style="font-weight: 400;">or </span><b>Find the Assumption</b><span style="font-weight: 400;"> Critical Reasoning problem. First, the author describes a phenomenon that he or she has observed. Then, in the conclusion, the author speculates on what </span><i><span style="font-weight: 400;">caused</span></i><span style="font-weight: 400;"> the phenomenon. </span></p> <p><span style="font-weight: 400;">Here are some examples:</span></p> <p><i><span style="font-weight: 400;">There’s no toilet paper in the bathroom. My roommate must not have bought any. </span></i></p> <p><i><span style="font-weight: 400;">Ever since the new toll was enacted on the interstate, I’ve seen less traffic on my way to work in the mornings. The toll must have led some drivers to start commuting by public transit rather than by car. </span></i></p> <p><i><span style="font-weight: 400;">A deficiency of Vitamin D has been shown to contribute to illness. Adequate exposure to sunlight is necessary for the human body to produce sufficient Vitamin D. However, in Seattle, where there is little natural sunlight for much of the year, residents report rates of illness that are no higher than the national average. It’s clear that after residing for some time in a place with minimal natural sunlight, the human body adapts to require a lower level of Vitamin D to avoid illness. </span></i></p> <p><span style="font-weight: 400;">Each of these “tell me why” arguments describes an observation, then tries to explain</span><b> why it happened</b><span style="font-weight: 400;">. More interestingly, each of them has the same flaw: what if there was actually a different explanation that made just as much sense? That would hurt the author’s argument. </span></p> <p><i><span style="font-weight: 400;">My roommate bought toilet paper, but forgot to take it out of the car on her way upstairs. That explains why it isn’t in the bathroom. </span></i></p> <p><i><span style="font-weight: 400;">The toll is only in effect during rush hour. The same number of people are commuting by car, but now they’re doing it at different times of the day to avoid being charged. </span></i></p> <p><i><span style="font-weight: 400;">People who live in Seattle often take Vitamin D supplements, so they have the same levels in their bodies on average as people who live in sunnier areas. They don’t get sick because they actually don’t have a Vitamin D deficiency at all. </span></i></p> <p><span style="font-weight: 400;">When one of these arguments is part of a </span><b>Weaken</b><span style="font-weight: 400;"> problem, the right answer will very often give </span><i><span style="font-weight: 400;">another, better explanation</span></i><span style="font-weight: 400;">, or at least suggest that there is one. That means that the right answer can include information that has nothing to do with the argument, at least on the surface! When you see an answer choice that looks “out of scope”, ask yourself whether it might be giving an alternative explanation for the facts. That would make it a good Weakener. </span></p> <p><span style="font-weight: 400;">These arguments also often appear in </span><b>Assumption</b><span style="font-weight: 400;"> problems. In these cases, the right answer may describe something that the author has assumed </span><i><span style="font-weight: 400;">not</span></i><span style="font-weight: 400;"> to be true. </span></p> <p><i><span style="font-weight: 400;">… assuming that my roommate didn’t accidentally leave the toilet paper in her car. </span></i></p> <p><i><span style="font-weight: 400;">… assuming that people are still commuting to work at the same time of day they did previously. </span></i></p> <p><i><span style="font-weight: 400;">… assuming that people in Seattle don’t use Vitamin D supplements. </span></i></p> <p><span style="font-weight: 400;">The arguments themselves don’t say anything about supplements, or about the time of day, or about my roommate’s car, so aren’t these assumptions out of scope? No. By creating a “tell me why” argument, the author is always assuming that the </span><i><span style="font-weight: 400;">other</span></i><span style="font-weight: 400;"> possible explanations aren’t correct. </span></p> <p><span style="font-weight: 400;">Start looking out for “tell me why” arguments on Critical Reasoning, and anticipate how the right answers might look! For practice, try out these Critical Reasoning problems from </span><b>The Official Guide to the GMAT, 2016: </b><span style="font-weight: 400;">48, 69,</span> <span style="font-weight: 400;">90, and 121.</span></p> <hr /> <p><em><strong><a href="https://www.manhattanprep.com/instructors/chelsey-cooley/#" target="_blank" rel="noopener"><img decoding="async" loading="lazy" class="alignleft wp-image-8513 size-thumbnail" src="//cdn2.manhattanprep.com/gre/wp-content/uploads/sites/19/2015/11/chelsey-cooley-150x150.jpg" alt="Chelsey-Cooley" width="150" height="150" /></a></strong></em><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">Chelsey Cooley</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/gmat-critical-reasoning-problems-arguments-that-tell-you-why/">GMAT Critical Reasoning Problems: Arguments That Tell You Why</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></content:encoded> </item> <item> <title>Here’s why you might be missing GMAT Data Sufficiency problems – Part 2</title> <link>https://www.manhattanprep.com/gmat/blog/heres-why-you-might-be-missing-gmat-data-sufficiency-problems-part-1-2/</link> <dc:creator><![CDATA[Chelsey Cooley]]></dc:creator> <pubDate>Fri, 04 Dec 2015 22:18:20 +0000</pubDate> <category><![CDATA[Apps and Admissions]]></category> <category><![CDATA[Data Sufficiency]]></category> <category><![CDATA[For Current Studiers]]></category> <category><![CDATA[GMAT Prep]]></category> <category><![CDATA[GMAT Resources]]></category> <category><![CDATA[How to Study]]></category> <category><![CDATA[MBA]]></category> <category><![CDATA[Quant]]></category> <category><![CDATA[Taking the GMAT]]></category> <category><![CDATA[b-school]]></category> <category><![CDATA[business school]]></category> <category><![CDATA[Business School applications]]></category> <category><![CDATA[data sufficiency]]></category> <category><![CDATA[GMAT]]></category> <category><![CDATA[gmat data sufficiency]]></category> <category><![CDATA[gmat quant]]></category> <category><![CDATA[Graduate Management Admission Test]]></category> <category><![CDATA[how to study]]></category> <category><![CDATA[quant]]></category> <category><![CDATA[Strategy]]></category> <category><![CDATA[study tips]]></category> <guid isPermaLink="false">http://www.manhattanprep.com/gmat/?p=10725</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. In our previous article, we divided the logical errors that test-takers make on Data Sufficiency questions into two types: Type 1: You thought that something was […]</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/heres-why-you-might-be-missing-gmat-data-sufficiency-problems-part-1-2/">Here’s why you might be missing GMAT Data Sufficiency problems – Part 2</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-10726" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/12/blog-datasuff-part2.png" alt="Blog-DataSuff-Part2" width="676" height="264" srcset="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/12/blog-datasuff-part2.png 676w, https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/12/blog-datasuff-part2-300x117.png 300w" sizes="(max-width: 676px) 100vw, 676px" /></p> <p><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>In <a href="https://www.manhattanprep.com/gmat/blog/2015/11/03/heres-why-you-might-be-missing-gmat-data-sufficiency-problems-part-1/">our previous article</a>, we divided the logical errors that test-takers make on Data Sufficiency questions into two types:</p> <p><strong>Type 1:</strong> You thought that something was sufficient, but it was actually insufficient.</p> <p><strong>Type 2:</strong> You thought that something was insufficient, but it was actually sufficient.</p> <p>We already covered the most common reasons for Type 1 errors to occur and a few good ways to avoid them; now, let’s cover Type 2 errors.<span id="more-10725"></span></p> <p>Type 2 errors are their opposite: also known as “false negatives,” they happen when it looks like you don’t have enough information to answer the DS question, but you actually do. The classic “(C) trap” is one example of a Type 2 error: say that you picked (C), when the right answer was actually (B). In that case, you thought that each statement was insufficient, and decided to combine them. But, it turned out that (2) was actually sufficient on its own. Oops.</p> <p>According to data from our GMAT Navigator program (in which thousands of students have recorded their answers to retired GMAT DS problems), Type 2 errors happen about 50 percent more often than</p> <p>Type 1 errors. That’s because DS problems often deliberately include statements that look useless and irrelevant, but really aren’t. If you’re not prepared, when you see one of these problems, you’ll wrongly assume that the statement is insufficient. Only well-prepared test-takers will see through the ruse.</p> <h3><strong>Here are some situations that often cause Type 2 errors:</strong></h3> <p><strong>You mistook a yes/no question for a value question.</strong> Did you see a yes/no DS question, but treat it as if you needed to solve for an exact value? Then you likely made a Type 2 error: you incorrectly assumed that because you couldn’t come up with a single value, you couldn’t answer the question. Remember that on yes/no questions, the only answers you’re looking for are ‘yes’ and ‘no’. You don’t need to come up with a specific number, and in fact, problems are often designed so that you can’t! Some yes/no questions that often lead to Type 2 errors are The Official Guide to the GMAT, 2016 (OG 2016) DS 9 and 108, and The Official Guide for GMAT Quantitative Review, 2016 (QR 2016) DS 122.</p> <p><strong>Not enough math.</strong> One rule of thumb says that in order to solve a math problem, you need at least as many equations as you have unknowns. If you’re pressed for time, use that rule on DS word problems and algebra problems. But also know that in certain special circumstances, you can solve by using fewer equations than you’d normally need. The only way to discover these special cases is to translate both the question and the statements into math on your scratch paper, and then decide whether you can solve. Otherwise, you’ll make a Type 2 error–you’ll assume that you can’t solve, when you actually can. Try these DS problems for practice: OG 2016 DS 106 and 140, and QR 2016 DS</p> <p><strong>Combo traps.</strong> Some DS value questions ask you to solve for a combination of values rather than for a single value. For instance, a DS question might ask you “What is the value of xy?” or “What percent of John’s food budget did he spend in restaurants?” In the real world, you’d solve for each individual value first (x and y, or John’s total budget and his restaurant spending). Unfortunately, the test writers design combo questions that you can actually answer without knowing the individual values, and if you fail to notice these questions, you’ll be vulnerable to Type 2 errors. That is, you might not need as much information to solve for a combination of values as you would need to solve for the values separately.</p> <p>When you review a DS value question, decide whether you were asked for one value or for a combination. If you had to find a combination of values, you may have mistakenly assumed that you needed to solve for both values separately, making a Type 2 error. To avoid this, conclusively prove each statement insufficient before you ever put them together. For some practice, try <em>OG 2016 DS</em> 52, 63, and 97.</p> <p><strong>“Nice but not necessary.”</strong> When you do a DS problem, you’re looking for the minimum amount of information that would let you answer the question correctly. That requires a different sort of thinking than solving real-world problems does.Suppose that a friend asks you to figure out the amount of water in her backyard swimming pool. She knows three things: the current depth of water in the swimming pool, how long it took her to fill it with a hose, and the rate at which her hose puts out water. You’d probably respond by asking her for all of the information she has first, and then you’d start writing equations. You might notice halfway through that you didn’t actually need to know how deep the pool was, but who cares? You’d find the answer, and your friend would walk away happy.On Data Sufficiency, you can’t ask for all of the information and then see what happens. Just because you can definitely answer the question when you use both statements together, doesn’t mean that the statements are insufficient on their own! It might be a little more complicated to answer the question using only the information from one statement, but it could still be possible.</p> <p>If you made a Type 2 error and then found yourself saying “I didn’t realize that I didn’t have to know that!” about one of the statements, then you fell for a Nice But Not Necessary trap. These questions often have a particular look to them: one statement will be very simple, usually giving you a single value, like the depth of a swimming pool or the time at which a machine began working. The other statement will be much more complex and harder to handle. Be skeptical when you see this–it might be nice to know the information from the simpler statement, but do you really need it? Or is there a more complicated solution that only uses the info from more complex statement? To practice, check out problems <em>OG 2016 DS</em> 38, 89, and 95, and <em>QR 2016 DS</em> 74 and 88.</p> <h3><strong>What now?</strong></h3> <p>With the information from this series of articles , you can categorize your Data Sufficiency errors into four types: Type 1, Type 2, Careless (simple computation mistakes and miswritings), and Mathematical (you didn’t know a rule or applied it incorrectly). Go through some DS problems you’ve done in the past and assign each wrong answer to one of those four categories. What patterns do you notice? Are your mistakes predictable?</p> <p>Then, focus specifically on your Type 2 errors. Whenever you notice one of these errors, identify the trick that you fell for. The situations described in this article often lead to Type 2 errors, but they aren’t the only possible causes. Can you come up with others? Based on the patterns you notice, make one change to how you do DS problems. Some options:</p> <ul> <li>As soon as you read a DS question, write either “value” or “yes/no” on your paper.</li> <li>Always translate DS word problems into variables and equations before deciding that a statement is insufficient.</li> <li>Before you begin solving a DS value problem, determine whether it’s a combo problem or not.</li> </ul> <p>Now that you know what these two types of logical errors look like, start trying to recognize them as you review DS problems. With time and practice, you’ll start to notice problems that would normally lead you to make Type 1 or Type 2 errors as you see them. Understanding why you made a mistake is the first step to avoiding it next time! ?</p> <hr /> <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> 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/heres-why-you-might-be-missing-gmat-data-sufficiency-problems-part-1-2/">Here’s why you might be missing GMAT Data Sufficiency problems – Part 2</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></content:encoded> </item> <item> <title>Two months and 80 points to go: How do I raise my GMAT score? (Part 1)</title> <link>https://www.manhattanprep.com/gmat/blog/2-months-and-80-points-to-go-how-do-i-lift-my-gmat-score-part-1/</link> <dc:creator><![CDATA[Stacey Koprince]]></dc:creator> <pubDate>Mon, 16 Nov 2015 22:52:46 +0000</pubDate> <category><![CDATA[Apps and Admissions]]></category> <category><![CDATA[Business Mindset]]></category> <category><![CDATA[For Current Studiers]]></category> <category><![CDATA[GMAT Prep]]></category> <category><![CDATA[GMAT Resources]]></category> <category><![CDATA[How to Study]]></category> <category><![CDATA[MBA]]></category> <category><![CDATA[Practice Tests]]></category> <category><![CDATA[Quant]]></category> <category><![CDATA[Taking the GMAT]]></category> <category><![CDATA[b-school]]></category> <category><![CDATA[business school]]></category> <category><![CDATA[Business School applications]]></category> <category><![CDATA[GMAT]]></category> <category><![CDATA[GMAT Study Strategy]]></category> <category><![CDATA[GMAT study timeline]]></category> <category><![CDATA[gmat study tips]]></category> <category><![CDATA[Graduate Management Admission Test]]></category> <category><![CDATA[graduate management admissions test]]></category> <category><![CDATA[how to raise my GMAT score]]></category> <category><![CDATA[how to raise your GMAT score]]></category> <category><![CDATA[how to study]]></category> <category><![CDATA[Strategy]]></category> <category><![CDATA[study plan]]></category> <category><![CDATA[study tips]]></category> <category><![CDATA[Tips]]></category> <guid isPermaLink="false">http://www.manhattanprep.com/gmat/?p=10616</guid> <description><![CDATA[<p>Most second-round deadlines are in early January, so around now, a lot of people are asking me how to eke out the last 30 to 80 points they need to reach their goal. Let’s talk about what to do to try to lift your score that last bit in the final 2 months of your […]</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/2-months-and-80-points-to-go-how-do-i-lift-my-gmat-score-part-1/">Two months and 80 points to go: How do I raise my GMAT score? (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-10619" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/11/blog-lincoln.png" alt="Blog-Lincoln" width="676" height="264" srcset="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/11/blog-lincoln.png 676w, https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/11/blog-lincoln-300x117.png 300w" sizes="(max-width: 676px) 100vw, 676px" />Most second-round deadlines are in early January, so around now, a lot of people are asking me how to eke out the last 30 to 80 points they need to reach their goal.</p> <p>Let’s talk about what to do to try to lift your score that last bit in the final 2 months of your study.</p> <h3><strong>Is this article for me?</strong></h3> <p><span id="more-10616"></span></p> <p>This article is geared towards those who have already been studying for a while. I’m assuming that you have already been through your core study material at least once, that you know how each question type works (DS, PS, CR, RC, SC, and all 4 types in IR), and that you have generally learned most of the math formulas, grammar rules, and question-type processes (e.g., RC/CR inference; choosing smart numbers or testing cases on quant, etc.). I’m also assuming that you do have weaknesses and need to work more in various of the aforementioned areas—otherwise, you wouldn’t be trying to lift your score!</p> <h3><strong>Yep, that’s me. Okay, what do I do?</strong></h3> <p>First, read about <a href="//tinyurl.com/executivereasoning" target="_blank">Executive Reasoning</a> and the <a href="//tinyurl.com/2ndlevelofgmat" target="_blank">2nd Level of GMAT Study</a>. Think about how your prior study has and has not meshed with the ideas presented in those articles and what you may need to change in your approach going forward. Write that down somewhere.</p> <p>Next, if you haven’t taken a practice CAT in the last several weeks, take one now. I’m going to assume that you’ll take one of Manhattan Prep’s CATs. You can adjust the below based on some other CAT, assuming that the test does give you data you can use to analyze your performance.</p> <p>You must take all four sections (yes, including essay and IR) and you must take all 4 sections seriously. (If you don’t, then you may wind up with an artificially inflated score.) You get two 8-minute breaks: one after IR and one after quant.</p> <p>Take the test under normal timing conditions as well (30 minutes each for IR and essay, and 75 minutes each for quant and verbal, unless you have extended time).</p> <p>Okay, go.</p> <h3><strong>What do I do with all this data?</strong></h3> <p>Pull up the test results and give yourself about 1 to 2 hours to do your high-level analysis, using the process detailed in this 2-part article, <a href="//tinyurl.com/analyzeyourcats" target="_blank">Analyze Your CATs</a>.</p> <p>Now, what’s in your Bucket 2? (If you don’t know what I’m talking about, then you did not click to the second half of the article. <a href="//www.manhattanprep.com/gmat/blog/2014/02/17/4-steps-to-get-the-most-out-of-your-cats-part-2/" target="_blank">Go back and finish</a>.)</p> <p>You should have content areas and question types in 3 Bucket 2 categories:</p> <ul> <li>Careless Mistakes</li> <li>Right but a Bit Too Slow</li> <li>Holes in your Foundation</li> </ul> <p>Let’s talk about what to do with each one.</p> <h3><strong>Careless Mistakes</strong></h3> <p>These are so annoying. Okay, so after you slap yourself on the side of the head…what are you going to do about it?</p> <p>The most annoying thing about careless mistakes is that we tend to make the same kinds of mistakes over and over. So you need to figure out what your bad habits/patterns are, and then you need to practice new habits until they become second nature (and crowd out the old, bad habit). Follow <a href="https://docs.google.com/document/d/13_RpToSQtqRtHuBJfYCAYUo8N7B3Vh7svMGmDW0gItw/edit" target="_blank">this link</a> to learn how.</p> <p>Do NOT neglect to address careless mistakes. These are the lowest of the low-hanging fruit. You already know how to get that problem right! You just need to build a good habit that will let you perform under the pressure and stress of test day.</p> <h3><strong>Right but a Bit Too Slow</strong></h3> <p>You’re already answering these correctly, but you’re spending maybe 60 seconds longer than average for that question type. Can you learn to shave off 20 to 30 seconds without compromising your accuracy?</p> <p>Start investigating alternative ways to do the problem. Are you doing <a href="//www.beatthegmat.com/mba/2015/10/23/avoiding-calculations-on-gmat-problem-solving" target="_blank">more math calculations than are really necessary</a>? <a href="https://www.manhattanprep.com/gmat/blog/2012/01/03/what-to-read-and-what-not-to-read-on-rc-passages/" target="_blank">Are you reading more/ deeper than you need to on RC</a>? Are you agonizing back and forth on your last 2-3 verbal answer choices? (No article for the last one. If you’re agonizing, you don’t know the answer. Just pick and move on!)</p> <h3><strong>Holes in your Foundation</strong></h3> <p>The GMAT rewards generalists over specialists. If you have too many holes in your foundation, you’ll keep getting lower-level problems wrong and, as a result, you’ll never lift your overall score to a higher level. Get to be pretty good across (almost) everything before you look to lift yourself even higher in your stronger areas.</p> <p>Identify a resource such as the MPrep Foundations of Math or Foundations of Verbal strategy guides. Start by going to the end of the first chapter and trying some problems from the problem sets. For anything that’s wrong, takes a long time, or just feels funny, dive into the chapter and learn the relevant material. Then come back to the problem set and do the rest to drill your new skills. (Note: if you do use our books for this, you can find additional drill sets in your student center account on our website.)</p> <p>As you work through problems in each of the above categories, make sure you are doing the in-depth analysis described in your <a href="//www.manhattanprep.com/gmat/blog/2013/07/22/the-second-level-of-learning-to-take-the-gmat/" target="_blank">2nd Level</a> article (the same one linked earlier).</p> <h3><strong>Anything else I should do with the data?</strong></h3> <p>Yes! I’ve saved the most important analysis for last. Overall, you must make sure that you are making good business decisions as you work your way through the test.</p> <p>If you continue to take the “old school” mindset and try to get everything right, you won’t maximize your score on the GMAT. Here’s more on <a href="https://www.manhattanprep.com/gmat/blog/2015/09/14/this-mindset-will-make-you-feel-good-about-skipping-problems-on-the-gmat/" target="_blank">developing this business mindset</a>.</p> <p>Make sure you are practicing these skills regularly via <a href="https://www.manhattanprep.com/gmat/blog/2014/03/06/how-to-create-the-most-effective-gmat-problem-sets/" target="_blank">timed sets of mixed practice questions</a>. Don’t forget to analyze your decision-making to ensure that you’re learning how to get even better in future.</p> <h3><strong>My timing is seriously problematic. Any tips?</strong></h3> <p>Glad you asked. The second half of this article discusses time management (in the context of both individual problems and overall test sections), as well as what to do after you’ve improved on the things we’ve talked about so far, and what to do in the last 10 to 14 days of your studies.</p> <p>Did you find this post helpful? Check out part 2 of this series <a href="//www.manhattanprep.com/gmat/blog/2015/11/23/two-months-and-80-points-to-go-how-do-i-raise-my-gmat-score-part-2/">here</a>!</p> <hr /> <p><em><strong><img decoding="async" loading="lazy" class="alignleft size-thumbnail wp-image-9719" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/06/stacey-koprince-150x150.png" alt="stacey-koprince" width="150" height="150" />Stacey Koprince is a Manhattan Prep instructor based in Montreal, Canada and Los Angeles, California.</strong> Stacey has been teaching the GMAT, GRE, and LSAT for more than 15 years and is one of the most well-known instructors in the industry. Stacey loves to teach and is absolutely fascinated by standardized tests. <a href="//www.manhattanprep.com/gmat/classes/#instructor/86">Check out Stacey’s upcoming GMAT courses here</a></em></p> <p> </p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/2-months-and-80-points-to-go-how-do-i-lift-my-gmat-score-part-1/">Two months and 80 points to go: How do I raise my GMAT score? (Part 1)</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></content:encoded> </item> <item> <title>GMAT Problem Solving Strategy: Test Cases</title> <link>https://www.manhattanprep.com/gmat/blog/gmat-problem-solving-strategy-test-cases/</link> <dc:creator><![CDATA[Stacey Koprince]]></dc:creator> <pubDate>Thu, 19 Mar 2015 21:45:06 +0000</pubDate> <category><![CDATA[How to Study]]></category> <category><![CDATA[Problem Solving]]></category> <category><![CDATA[Quant]]></category> <category><![CDATA[b-school]]></category> <category><![CDATA[business school]]></category> <category><![CDATA[Business School applications]]></category> <category><![CDATA[GMAT]]></category> <category><![CDATA[gmat quant]]></category> <category><![CDATA[gmat strategy]]></category> <category><![CDATA[graduate management admissions test]]></category> <category><![CDATA[how to study]]></category> <category><![CDATA[MBA]]></category> <category><![CDATA[Strategy]]></category> <category><![CDATA[study tips]]></category> <category><![CDATA[Tips]]></category> <guid isPermaLink="false">http://www.manhattanprep.com/gmat/?p=8570</guid> <description><![CDATA[<p>If you’re going to do a great job on the GMAT, then you’ve got to know how to Test Cases. This strategy will help you on countless quant problems. This technique is especially useful for Data Sufficiency problems, but you can also use it on some Problem Solving problems, like the GMATPrep® problem below. Give […]</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/gmat-problem-solving-strategy-test-cases/">GMAT Problem Solving Strategy: Test Cases</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="alignright wp-image-8584" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/03/3-19-testcases.png" alt="3-19-TestCases" width="315" height="315" />If you’re going to do a great job on the GMAT, then you’ve got to know how to Test Cases. This strategy will help you on countless quant problems.</p> <p>This <a href="https://www.manhattanprep.com/gmat/blog/2014/11/25/gmat-data-sufficiency-strategy-test-cases/" target="_blank">technique is especially useful for Data Sufficiency problems</a>, but you can also use it on some Problem Solving problems, like the GMATPrep® problem below. Give yourself about 2 minutes. Go!</p> <p style="padding-left: 30px">* “For which of the following functions <em>f</em> is <em>f</em>(<em>x</em>) = <em>f</em>(1 – <em>x</em>) for all <em>x</em>?</p> <table style="height: 275px" width="217"> <tbody> <tr> <td width="24">(A)</td> <td width="111"><em>f</em>(<em>x</em>) = 1 – <em>x</em></td> </tr> <tr> <td width="24">(B)</td> <td width="111"><em>f</em>(<em>x</em>) = 1 – <em>x</em><sup>2</sup></td> </tr> <tr> <td width="24">(C)</td> <td width="111"><em>f</em>(<em>x</em>) = <em>x</em><sup>2</sup> – (1 – <em>x</em>)<sup>2</sup></td> </tr> <tr> <td width="24">(D)</td> <td width="111"><em>f</em>(<em>x</em>) = <em>x</em><sup>2</sup>(1 – <em>x</em>)<sup>2</sup></td> </tr> <tr> <td width="24">(E)</td> <td width="111"> <em>f</em>(<em>x</em>) = x / (1 – x)”</td> </tr> </tbody> </table> <p> </p> <p>Testing Cases is mostly what it sounds like: you will test various possible scenarios in order to narrow down the answer choices until you get to the one right answer. What’s the common characteristic that signals you can use this technique on problem solving?</p> <p>The most common language will be something like “Which of the following must be true?” (or “could be true”).</p> <p>The above problem doesn’t have that language, but it does have a variation: you need to find the answer choice for which the given equation is true “for all <em>x</em>,” which is the equivalent of asking for which answer choice the given equation is always, or must be, true.<br /> <span id="more-9250"></span></p> <p>All right, so how are we actually going to test this thing? Here are the steps:</p> <p style="padding-left: 30px">First, choose numbers to test in the problem.</p> <p style="padding-left: 30px">Second, double check that you have selected a valid case. If the problem provided any restrictions, make sure that you didn’t pick numbers that violate those restrictions.</p> <p style="padding-left: 30px">Third, test your numbers in the answer choices to eliminate wrong answers.</p> <p>But wait, I’m not even sure I understand the question yet. Let’s take a minute to wrap our heads around the function notation. What’s the significance of saying that <em>f</em>(<em>x</em>) = <em>f</em>(1 – <em>x</em>)?</p> <p>The <em>f</em> letter signals a function. Normally, you’d see something like this:</p> <p style="padding-left: 30px"><em>f</em>(<em>x</em>) = 3<em>x</em> + 19</p> <p>What that’s saying is “every time I give you a specific value for <em>x</em>, multiply it by 3 and then add 19.”</p> <p>The question stem, though, has something weird: it’s got that <em>f</em>(<em>x</em>) thing on both sides of the equation. What’s that all about?</p> <p>Glance down at the answers. They’re all normal functions (that is, they look the way we expect functions to look). So there’s really only one <em>f</em>(<em>x</em>) function for each answer, but we’re supposed to solve the function in two different ways. First, we solve the function for <em>f</em>(<em>x</em>). Then, we solve the same function for <em>f</em>(1 – <em>x</em>). If those two solutions match, then the answer choice stays in. If the two solutions do <em>not</em> match, then we get to cross that answer choice off.</p> <p>All right, ready to try the first case? Pick something easy for <em>x</em>, making sure you follow any restrictions given by the problem, and test those answer choices.</p> <p>Let’s try <em>x</em> = 2 first.</p> <p style="padding-left: 30px">Case #1:</p> <p style="padding-left: 30px"><em>x</em> = 2<br /> (1 – <em>x</em>) = -1</p> <p style="padding-left: 30px">The question is: <em>f</em>(<em>x</em>) = <em>f</em>(1 – <em>x</em>)?</p> <p style="padding-left: 30px">Rewrite it: does <em>f</em>(2) = <em>f</em>(-1)?</p> <table> <tbody> <tr> <td width="49"><strong><em> </em></strong></td> <td width="139"><strong>function</strong></td> <td width="90"><strong><em>f</em>(2)</strong></td> <td width="109"><strong><em>f</em>(-1)</strong></td> <td width="156"><strong>Same?</strong></td> </tr> <tr> <td width="49">(A)</td> <td width="139"><em>f</em>(<em>x</em>) = 1 – <em>x</em></td> <td width="90">-1</td> <td width="109">2</td> <td width="156">No. Eliminate (A).</td> </tr> <tr> <td width="49">(B)</td> <td width="139"><em>f</em>(<em>x</em>) = 1 – <em>x</em><sup>2</sup></td> <td width="90">-3</td> <td width="109">0</td> <td width="156">No. Eliminate (B).</td> </tr> <tr> <td width="49">(C)</td> <td width="139"><em>f</em>(<em>x</em>) = <em>x</em><sup>2</sup> – (1 – <em>x</em>)<sup>2</sup></td> <td width="90">4 – (1) = 3</td> <td width="109">1 – 4 = -3</td> <td width="156">No. Eliminate (C).</td> </tr> <tr> <td width="49">(D)</td> <td width="139"><em>f</em>(<em>x</em>) = <em>x</em><sup>2</sup>(1 – <em>x</em>)<sup>2</sup></td> <td width="90">4(1) = 4</td> <td width="109">1(4) = 4</td> <td width="156">Yes.</td> </tr> <tr> <td width="49">(E)</td> <td width="139"> <em>f</em>(<em>x</em>) = x / (1 – x)</td> <td width="90">2/-1 = -2</td> <td width="109">-1/2</td> <td width="156">No. Eliminate (E).</td> </tr> </tbody> </table> <p>Lucky! In this case, we had to try only one number to get rid of the 4 wrong cases. More typically, you’ll try 2 or sometimes 3 cases in order to get down to a single answer.</p> <p>The correct answer is (D).</p> <p>Using this method, you’ll sometimes get lucky and only need to try one case. As I mentioned, though, you’ll often need to try two cases, or even three. Once you eliminate an answer, though, it’s gone for good, so each case gets faster as you try fewer and fewer answers. Once you have only one answer left, you’re done. (On a really hard problem, you might not get down to one answer, but you will likely be able to eliminate at least one or two of the wrong answers.)</p> <p>The other thing I’ll point out here is that this is quite a complex problem (I received it towards the end of a GMATPrep on which I scored 51—so the difficulty level is up there). There’s some necessary thoughtful thinking upfront in order to figure out the best path through this thing, and you do need to feel pretty comfortable with functions in order to be able to interpret the unusual set-up.</p> <h3>Key Takeaways: Test Cases on Problem Solving</h3> <p>(1) If a PS problem asks you what must or could be true (or the equivalent language), then you are likely going to be Testing Cases to solve this problem. Remember your three steps: (1) choose numbers, (2) double-check that you chose valid / allowable numbers, and (3) test the answer choices using those numbers. Typically, you’ll have to try 2 or 3 cases to get down to one answer.</p> <p>(2) Before you dive in and start testing cases, do make sure that you understand what’s going on in the problem. This is true for any quant problem: take a step back and think through the best path. If you just dive in and start calculating, you’re more likely to get yourself into trouble.</p> <p>* GMATPrep® questions courtesy of the Graduate Management Admissions Council. Usage of this question does not imply endorsement by GMAC.</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/gmat-problem-solving-strategy-test-cases/">GMAT Problem Solving Strategy: Test Cases</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></content:encoded> </item> <item> <title>Tackling Max/Min Statistics on the GMAT (part 3)</title> <link>https://www.manhattanprep.com/gmat/blog/tackling-maxmin-statistics-gmat-part-3-2/</link> <dc:creator><![CDATA[Stacey Koprince]]></dc:creator> <pubDate>Tue, 17 Feb 2015 16:37:45 +0000</pubDate> <category><![CDATA[How to Study]]></category> <category><![CDATA[Problem Solving]]></category> <category><![CDATA[Quant]]></category> <category><![CDATA[b-school]]></category> <category><![CDATA[business school]]></category> <category><![CDATA[GMAT]]></category> <category><![CDATA[gmat quant]]></category> <category><![CDATA[gmat strategy]]></category> <category><![CDATA[Graduate Management Admission Test]]></category> <category><![CDATA[how to study]]></category> <category><![CDATA[Manhattan GMAT]]></category> <category><![CDATA[MBA]]></category> <category><![CDATA[statistics]]></category> <category><![CDATA[Strategy]]></category> <category><![CDATA[study plan]]></category> <category><![CDATA[study tips]]></category> <category><![CDATA[Tips]]></category> <guid isPermaLink="false">http://www.manhattanprep.com/gmat/?p=8468</guid> <description><![CDATA[<p>Welcome to our third and final installment dedicated to those pesky maximize / minimize quant problems. If you haven’t yet reviewed the earlier installments, start with part 1 and work your way back up to this post. I’d originally intended to do just a two-part series, but I found another GMATPrep® problem (from the free […]</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/tackling-maxmin-statistics-gmat-part-3-2/">Tackling Max/Min Statistics on the GMAT (part 3)</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-8459" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/02/2-12-minmaxp3.png" alt="2-12-MinMaxP3" width="380" height="380" /></p> <p>Welcome to our third and final installment dedicated to those pesky maximize / minimize quant problems. If you haven’t yet reviewed the earlier installments, <a href="https://www.manhattanprep.com/gmat/blog/2015/01/20/tackling-maxmin-statistics-gmat-part-1/">start with part 1</a> and work your way back up to this post.</p> <p>I’d originally intended to do just a two-part series, but I found another GMATPrep® problem (from the free tests) covering this topic, so here you go:</p> <p style="padding-left: 30px">“A set of 15 different integers has a median of 25 and a range of 25. What is the greatest possible integer that could be in this set?</p> <p style="padding-left: 30px;text-align: center">“(A) 32</p> <p style="padding-left: 30px;text-align: center">“(B) 37</p> <p style="padding-left: 30px;text-align: center">“(C) 40</p> <p style="padding-left: 30px;text-align: center">“(D) 43</p> <p style="padding-left: 30px;text-align: center">“(E) 50”</p> <p>Here’s the general process for answering quant questions—a process designed to make sure that you <em>understand</em> what’s going on and come up with the best <em>plan</em> before you dive in and <em>solve</em>:</p> <p><img decoding="async" loading="lazy" class="aligncenter size-full wp-image-8453" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/02/gmat1.png" alt="gmat1" width="235" height="189" /></p> <p>Fifteen integers…that’s a little annoying because I don’t literally want to draw 15 blanks for 15 numbers. How can I shortcut this while still making sure that I’m not missing anything or causing myself to make a careless mistake?</p> <p>Hmm. I could just work backwards: start from the answers and see what works. In this case, I’d want to start with answer (E), 50, since the problem asks for the greatest possible integer.<br /> <span id="more-9237"></span></p> <p>I could also use a similar process to the one discussed in the last installment of this series, but I’d shortcut the process a bit by not actually drawing out all 15 blanks.</p> <p>On the real test, you generally only have time to try one solution method, so try these both out now to see what you think would work best for you on the test. I’ll show both solution methods below.</p> <h3>Working Backwards</h3> <p>Ordinarily, you’d start with answer (B) or (D) when working backwards from the answer choices. In this case, though, the problem asks for the greatest possible value, so start with the largest answer choice.</p> <table> <tbody> <tr> <td width="73"></td> <td width="90"><strong>median</strong></td> <td width="148"><strong>smallest number (- 25)</strong></td> <td width="148"><strong>smallest to largest</strong></td> </tr> <tr> <td width="73">(E) 50</td> <td width="90">25</td> <td width="148">50 – 25 = 25</td> <td width="148">25 to 50</td> </tr> </tbody> </table> <p>The problem specified that the 15 numbers are all <em>different</em>. If that’s the case, then 25 can’t be both the smallest number and the median, or middle, number in the set. Eliminate answer (E) and try (D) next.</p> <table> <tbody> <tr> <td width="73"></td> <td width="90"><strong>median</strong></td> <td width="148"><strong>smallest number (- 25)</strong></td> <td width="148"><strong>smallest to largest</strong></td> </tr> <tr> <td width="73"><span style="text-decoration: line-through">(E) 50</span></td> <td width="90">25</td> <td width="148">50 – 25 = 25</td> <td width="148">25 to 50</td> </tr> <tr> <td width="73">(D) 43</td> <td width="90">25</td> <td width="148">43 – 25 = 18</td> <td width="148">18 to 43</td> </tr> </tbody> </table> <p>Can you make 25 the median? List it out. If there are 15 numbers, then 25 should be right in the middle, at position #8. There need to be 7 numbers smaller than 25.</p> <p style="padding-left: 30px">18, 19, 20, 21, 22, 23, 24</p> <p>Bingo! There are 7 different numbers all less than 25, so #8 can be 25. There are then another 7 numbers on the other side, the last of which has to be 43 (since the largest number has to be 25 more than the smallest number, 18).</p> <p><strong>The correct answer is (D).</strong></p> <h3>Do the Algebra</h3> <p>Here’s how to answer the question the way we did last week, by “logic-ing” it out via algebra. First, you need to draw out what’s going on, but in some nicer way than drawing out 15 little lines. Here’s what I came up with:</p> <p><img decoding="async" loading="lazy" class="aligncenter size-full wp-image-8454" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/02/gmat2.png" alt="gmat2" width="407" height="59" /></p> <p>Next, the range is 25, so the difference between the largest and the smallest is 25. Set the largest to be <em>x</em> (since that’s what they asked for) and the smallest to <em>x</em> – 25:</p> <p><img decoding="async" loading="lazy" class="aligncenter size-full wp-image-8455" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/02/gmat3.png" alt="gmat3" width="414" height="64" /></p> <p>In order to maximize <em>x</em>, what do you need to do to the other numbers?</p> <p>In order to maximize <em>x</em>, you need to maximize <em>x</em> – 25 while still allowing it to be the first integer in a series of different integers with a median of 25. In other words, count down from 25, in position #8, to the largest number that you could put in position #1:</p> <p><img decoding="async" loading="lazy" class="aligncenter size-full wp-image-8456" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/02/gmat4.png" alt="gmat4" width="284" height="65" /></p> <p>If you feel comfortable counting this out on your fingers, feel free. I think I’d be at least somewhat likely to make a careless error doing that, so I’d probably write out the bottom half (the 8 down to 1) and the first number (25). From there, I’d probably just count it in my head while pointing to each blank.</p> <p>Okay, so the first one is 18 = <em>x</em> – 25, so <em>x</em> = 18 + 25 = 43. Done!</p> <p><strong>The correct answer is (D).</strong></p> <h3>Key Takeaways for Max/Min Problems:</h3> <p><strong>(1) Figure out what variables are “in play”</strong>: what can you manipulate in the problem? Some of those variables will need to be maximized and some minimized in order to get to the desired answer. Figure out which is which at each step along the way.</p> <p><strong>(2) Don’t forget to consider other strategies, such as working backwards, when appropriate</strong>. On this one, I’d argue that working backwards may be easier than going through the max/min steps (at least, it was for me), because the problem dealt with integers and the answer choices weren’t horrible numbers. It was a little lucky that we only had to try two answers, but it wouldn’t have taken that much longer to try the others.</p> <p><strong>(3) Did you make a mistake—maximize when you should have minimized or vice versa?</strong> Go through the logic again, step by step, to figure out where you were led astray and why you should have done the opposite of what you did. (This is a good process in general whenever you make a mistake: figure out why you made the mistake you made, as well as how to do the work correctly next time.)</p> <p>* GMATPrep® questions courtesy of the Graduate Management Admissions Council. Usage of this question does not imply endorsement by GMAC.</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/tackling-maxmin-statistics-gmat-part-3-2/">Tackling Max/Min Statistics on the GMAT (part 3)</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></content:encoded> </item> <item> <title>How to Infer on the GMAT</title> <link>https://www.manhattanprep.com/gmat/blog/infer-gmat/</link> <dc:creator><![CDATA[Stacey Koprince]]></dc:creator> <pubDate>Wed, 11 Feb 2015 17:22:58 +0000</pubDate> <category><![CDATA[Critical Reasoning]]></category> <category><![CDATA[Reading Comprehension]]></category> <category><![CDATA[Verbal]]></category> <category><![CDATA[b-school]]></category> <category><![CDATA[business school]]></category> <category><![CDATA[GMAT]]></category> <category><![CDATA[gmat strategy]]></category> <category><![CDATA[GMAT Verbal]]></category> <category><![CDATA[Graduate Management Admission Test]]></category> <category><![CDATA[how to study]]></category> <category><![CDATA[Manhattan GMAT]]></category> <category><![CDATA[Strategy]]></category> <category><![CDATA[study plan]]></category> <category><![CDATA[study tips]]></category> <category><![CDATA[Tips]]></category> <category><![CDATA[verbal]]></category> <guid isPermaLink="false">http://www.manhattanprep.com/gmat/?p=8433</guid> <description><![CDATA[<p>We’re going to kill two birds with one stone in this week’s article. Inference questions pop up on both Critical Reasoning (CR) and Reading Comprehension (RC), so you definitely want to master these. Good news: the kind of thinking the test-writers want is the same for both question types. Learn how to do Inference questions […]</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/infer-gmat/">How to Infer on the GMAT</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-8450" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/02/2-11-science.png" alt="2-11-Science" width="375" height="375" />We’re going to kill two birds with one stone in this week’s article.</p> <p>Inference questions pop up on both Critical Reasoning (CR) and Reading Comprehension (RC), so you definitely want to master these. Good news: the kind of thinking the test-writers want is the same for both question types. Learn how to do Inference questions on one type and you’ll know what you need to do for the other!</p> <p>That’s actually only one bird. Here’s the second: both CR and RC can give you science-based text, and that science-y text can get pretty confusing. How can you avoid getting sucked into the technical detail, yet still be able to answer the question asked? Read on.</p> <p>Try this GMATPrep® CR problem out (it’s from the free practice tests) and then we’ll talk about it. Give yourself about 2 minutes (though it’s okay to stretch to 2.5 minutes on a CR <em>as long as you are making progress</em>.)</p> <p style="padding-left: 30px">“Increases in the level of high-density lipoprotein (HDL) in the human bloodstream lower bloodstream cholesterol levels by increasing the body’s capacity to rid itself of excess cholesterol. Levels of HDL in the bloodstream of some individuals are significantly increased by a program of regular exercise and weight reduction.</p> <p style="padding-left: 30px">“Which of the following can be correctly inferred from the statements above?</p> <p style="padding-left: 30px">“(A) Individuals who are underweight do not run any risk of developing high levels of cholesterol in the bloodstream.</p> <p style="padding-left: 30px">“(B) Individuals who do not exercise regularly have a high risk of developing high levels of cholesterol in the bloodstream late in life.</p> <p style="padding-left: 30px">“(C) Exercise and weight reduction are the most effective methods of lowering bloodstream cholesterol levels in humans.</p> <p style="padding-left: 30px">“(D) A program of regular exercise and weight reduction lowers cholesterol levels in the bloodstream of some individuals.</p> <p style="padding-left: 30px">“(E) Only regular exercise is necessary to decrease cholesterol levels in the bloodstream of individuals of average weight.”</p> <p>Got an answer? (If not, pick one anyway. Pretend it’s the real test and just make a guess.) Before we dive into the solution, let’s talk a little bit about what Inference questions are asking us to do.</p> <p>Inference questions are sometimes also called Draw a Conclusion questions. I don’t like that title, though, because it can be misleading. Think about a typical CR argument: they usually include a conclusion that is…well…not a solid conclusion. There are holes in the argument, and then they ask you to Strengthen it or Weaken it or something like that.<br /> <span id="more-9236"></span></p> <p>When the test writers asks you to infer something, they are not asking you to draw that kind of conclusion. They’re not even asking you to infer in the way that we normally use that word in the real world. Rather, they are asking you to deduce <em>something that must be true</em> according to the available information in the argument or passage.</p> <p>Cats are my favorite type of pet. What can you infer from that statement?</p> <p>In the real world, you might think that I have a cat, or that I’ll play with or pet your cat if I come over to your place, or that if you asked me to choose between a free pet cat and a free pet lizard, I would obviously choose the cat.</p> <p>There’s just one little problem. I’m seriously allergic to cats. So, while those scenarios might be generally likely for someone who says that cats are her favorite type of pet, not one of the scenarios has to be true.</p> <p>What does have to be true? I don’t like dogs as pets better than I like cats as pets. (To all my dog-lover readers: I do like dogs. They just require more care. And anyway, I’m allergic to both, so the point is moot for me. J)</p> <p>It also must be true that I am familiar with at least one other type of pet; otherwise, I couldn’t make the judgment call to say that cats are my <em>favorite</em> type of pet.</p> <p>This, then, is what we need to find among the answer choices: something that must, unequivocally, be true according to the evidence they gave us in the argument or passage.</p> <p>Okay, ready to talk about the problem?</p> <h3>Step 1: Identify the Question</h3> <p>What kind of question type is it? The word <em>inferred</em> is the giveaway: this is an Inference question type. They may also use language like (emphasis added):</p> <p style="padding-left: 30px">Which of the following <em>assertions</em> is most strongly supported by the evidence above?</p> <p style="padding-left: 30px">Which of the following <em>conclusions</em> can most properly be drawn from the information above?</p> <p>Once you know the question type, you also know that the argument will contain only premises, no conclusion, and your task will be to deduce something that must be true from that information.</p> <h3>Step 2: Deconstruct the Argument</h3> <p>Okay, now let’s tackle the crazy technical language of the argument.</p> <p>Here’s what I thought and wrote while I did the problem. Your own thought process won’t be exactly the same as mine and, of course, your notes will probably look quite different, since we all have our own ways of abbreviating things. (Note: Inf = inference.)</p> <p><img decoding="async" loading="lazy" class="aligncenter size-full wp-image-8446" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/02/chart01.png" alt="chart01" width="596" height="483" /></p> <p><img decoding="async" loading="lazy" class="aligncenter size-full wp-image-8440" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/02/cahrt3.png" alt="cahrt3" width="593" height="404" /></p> <p>Okay, maybe I should motivate to exercise more. But right now I have to finish this GMAT problem. <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> <h3>Step 3: State the Goal</h3> <p>The goal on Inference questions is to deduce something that must be true from the given information. It’s not necessary to use all of the given information. It’s only necessary to avoid going beyond the given information.</p> <h3>Work from Wrong to Right</h3> <p>As I work through the answers, I keep track of my thoughts on my scrap paper, either crossing letters off or giving them little ~ symbols if I’m going to keep them in and come back to them later.</p> <p><img decoding="async" loading="lazy" class="aligncenter size-full wp-image-8444" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/02/chart4.png" alt="chart4" width="519" height="498" /></p> <p>Okay, I need to compare (B) and (D).</p> <p style="padding-left: 30px">“(B) Individuals who do not exercise regularly have a high risk of developing high levels of cholesterol in the bloodstream late in life.”</p> <p style="padding-left: 30px">“(D) A program of regular exercise and weight reduction lowers cholesterol levels in the bloodstream of some individuals.”</p> <p>They both match a lot of the language in the passage, but when I re-read carefully, I noticed an extra detail in answer (B): “late in life.”</p> <p>The argument doesn’t say anything about when this stuff happens: when we’re young, middle-aged, old. I could imagine that people have higher risk later in life…but that’s the same as you imagining that I would play with your cat, since I like cats so much. It might be true, but it doesn’t have to be true.</p> <p>Answer (D), on the other hand, doesn’t go beyond the scope of the argument at all. In fact, it matches the final chain we put together for the argument: I go to the gym and lose weight, that raises my HDL, and that lowers my cholesterol. Yay! Note also that this answer choice is very middle-of-the-road: it claims that this will work only for “some individuals,” which is exactly what the argument says.</p> <p><strong>The correct answer is (D).</strong></p> <p>Looking for more practice on Inference questions? Here’s another <a href="//www.manhattanprep.com/gmat/blog/2012/03/22/tackling-a-gmatprep-critical-reasoning-inference-problem/">CR Inference problem</a>. If you’d like to try some RC, check out <a href="https://www.manhattangmat.com/blog/2013/08/12/the-master-resource-list-for-reading-comprehension/">this compilation article on all RC question types</a>.</p> <h3>Take-aways for Inference and science-y questions:</h3> <p>(1) Your goal on an inference question is to deduce something that must be true given the evidence in the argument or passage. Don’t go beyond what the text says and don’t make a “real-world” inference (something that could be true but doesn’t have to be true).</p> <p>(2) Ignore the science! Well, no, you can’t ignore it entirely. But you can ignore some of it. Start by using your SC skills to look at just the basic sentence: the subject and the verb. Then start adding in the extra info, piece by piece.</p> <p>(3) Did you notice that we never had to go back to that last part of the first sentence, exactly how the body’s cholesterol levels are lowered? Sometimes, you can ignore some of the technical info forever. If possible, just try to understand <em>why</em> it’s there, not necessarily <em>what</em> it’s actually saying, so that you’ll know later whether you need to come back to it. (In this case, I knew that it was trying to explain why cholesterol levels went down. But I never needed that info!)</p> <p> </p> <p>* GMATPrep® questions courtesy of the Graduate Management Admissions Council. Usage of this question does not imply endorsement by GMAC.</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/infer-gmat/">How to Infer on the GMAT</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></content:encoded> </item> <item> <title>Tackling Max/Min Statistics on the GMAT (Part 2)</title> <link>https://www.manhattanprep.com/gmat/blog/tackling-maxmin-statistics-gmat-part-2/</link> <dc:creator><![CDATA[Stacey Koprince]]></dc:creator> <pubDate>Mon, 09 Feb 2015 21:43:47 +0000</pubDate> <category><![CDATA[How to Study]]></category> <category><![CDATA[Problem Solving]]></category> <category><![CDATA[Quant]]></category> <category><![CDATA[business school]]></category> <category><![CDATA[GMAT Max Min]]></category> <category><![CDATA[gmat quant]]></category> <category><![CDATA[gmat strategy]]></category> <category><![CDATA[Graduate Management Admission Test]]></category> <category><![CDATA[how to study]]></category> <category><![CDATA[Manhattan GMAT]]></category> <category><![CDATA[statistics]]></category> <category><![CDATA[Strategy]]></category> <category><![CDATA[study tips]]></category> <category><![CDATA[Tips]]></category> <guid isPermaLink="false">http://www.manhattanprep.com/gmat/?p=8417</guid> <description><![CDATA[<p>Last time, we discussed two GMATPrep® problems that simultaneously tested statistics and the concept of maximizing or minimizing a value. The GMAT could ask you to maximize or minimize just about anything, so the latter skill crosses many topics. Learn how to handle the nuances on these statistics problems and you’ll learn how to handle […]</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/tackling-maxmin-statistics-gmat-part-2/">Tackling Max/Min Statistics on the GMAT (Part 2)</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-8430" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/02/min.png" alt="min" width="375" height="375" />Last time, we discussed two GMATPrep® problems that simultaneously tested <a href="https://www.manhattanprep.com/gmat/blog/2015/01/20/tackling-maxmin-statistics-gmat-part-1/">statistics and the concept of maximizing or minimizing a value</a>. The GMAT could ask you to maximize or minimize just about anything, so the latter skill crosses many topics. Learn how to handle the nuances on these statistics problems and you’ll learn how to handle any max/min problem they might throw at you.</p> <p>Feel comfortable with the two problems from the first part of this article? Then let’s kick it up a notch! The problem below was written by us (Manhattan Prep) and it’s complicated—possibly harder than anything you’ll see on the real GMAT. This problem, then, is for those who are looking for a really high quant score—or who subscribe to the philosophy that mastery includes trying stuff that’s harder than what you might see on the real test, so that you’re ready for anything.</p> <p>Ready? Here you go:</p> <p style="padding-left: 30px">“Both the average (arithmetic mean) and the median of a set of 7 numbers equal 20. If the smallest number in the set is 5 less than half the largest number, what is the largest possible number in the set?</p> <p style="padding-left: 30px">“(A) 40</p> <p style="padding-left: 30px">“(B) 38</p> <p style="padding-left: 30px">“(C) 33</p> <p style="padding-left: 30px">“(D) 32</p> <p style="padding-left: 30px">“(E) 30”</p> <p> </p> <p>Out of the letters A through E, which one is your favorite?</p> <p>You may be thinking, “Huh? What a weird question. I don’t have a favorite.”</p> <p>I don’t have one in the real world either, but I do for the GMAT, and you should, too. When you get stuck, you’re going to need to be able to let go, guess, and move on. If you haven’t been able to narrow down the answers at all, then you’ll have to make a random guess—in which case, you want to have your favorite letter ready to go.</p> <p>If you have to think about what your favorite letter is, then you don’t have one yet. Pick it right now.</p> <p>I’m serious. I’m not going to continue until you pick your favorite letter. Got it?</p> <p>From now on, when you realize that you’re lost and you need to let go, pick your favorite letter <em>immediately</em> and move on. Don’t even think about it.<br /> <span id="more-9235"></span></p> <p>(This assumes, of course, that your favorite letter is still in the mix. If you were able to narrow down the answers, and you crossed off your favorite letter, then obviously don’t pick that one!)</p> <p>Okay, let’s solve this thing. What did you do first?</p> <p><img decoding="async" loading="lazy" class="aligncenter size-full wp-image-8420" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/02/gmat1.png" alt="GMAT" width="247" height="183" /></p> <p>I glanced at the beginning of the text and saw that it said average (arithmetic mean). I then glanced down to the answers to see how precise I was going to have to be with calculations. The answers are very close together, so estimation isn’t going to work. I’m going to have to do real math.</p> <p>Okay, time to read the problem and jot down the given info.</p> <p><img decoding="async" loading="lazy" class="aligncenter size-full wp-image-8425" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/02/avg.png" alt="avg" width="354" height="104" /></p> <p>Because the problem gives the median, arrange the numbers in order from smallest to largest (this is a general requirement whenever calculating or displaying a median).</p> <p>Hmm. That second sentence of the problem is going to take some work. It’s a relationship between the first and last number…but I don’t know the actual value of either one.</p> <p>Time to set a variable: let’s call something <em>x</em>. My natural inclination would be to call the smallest number <em>x</em>, but I’ve learned to ask myself one important question before arbitrarily assigning that variable: what am I trying to find?</p> <p>In this case, they asked for the largest possible number, so it’s better to call the last number <em>x</em>. That way, I’ll be solving for the thing that they want; I’m less likely to make a mistake and accidentally solve for <em>x</em> = the smallest number.</p> <p>If the largest number is <em>x</em>, then the smallest is (1/2)<em>x</em> – 5:</p> <p><img decoding="async" loading="lazy" class="aligncenter size-full wp-image-8426" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/02/first.png" alt="first" width="372" height="86" /></p> <p> </p> <p>What next? If the average is 20 and there are 7 numbers, then the sum must be (Average)(number of terms) = (20)(7) = 140.</p> <p>Pause for a moment and look at everything you’ve got. What’s the best plan from here?</p> <p><img decoding="async" loading="lazy" class="aligncenter size-full wp-image-8422" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/02/gmat2.png" alt="GMAT" width="228" height="178" /></p> <p>They want to maximize the largest number, that <em>x</em>. Only one number is set, the middle one (20). All 7 numbers have to add up to 140.</p> <p>So what needs to happen in order to make <em>x</em> as large as possible?</p> <p>Since the sum is fixed, the first 6 numbers need to be minimized in order to get the last number to be as large as possible. This step is the key to all max/min problems: figure out what you can influence and either maximize or minimize (as needed) to get to the desired outcome.</p> <p>Look back at your notes to remind yourself of the restrictions. The fifth and sixth numbers cannot be less than the median of 20. They could equal the median, though, so set these values to 20:</p> <p><img decoding="async" loading="lazy" class="aligncenter size-full wp-image-8428" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/02/last.png" alt="last" width="344" height="71" /></p> <p> </p> <p>That leaves a sum of 140 – 20(3) = 80 for the remaining 4 numbers.</p> <p>Now, what about the second and third values? Again, they can’t be smaller than the first one, but they could equal it. Set all three equal to (1/2)<em>x</em> – 5.</p> <p>Check it out: you now have a way to express each of the remaining four numbers in terms of that single variable <em>x</em>. Time to set up an equation and solve!</p> <p><img decoding="async" loading="lazy" class="aligncenter wp-image-8418 size-full" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/02/gmat.png" alt="GMAT" width="162" height="212" /></p> <p>The largest possible number in the set is 38.</p> <p>The correct answer is (B).</p> <p>I originally intended this to be a 2-part series, but I just found another GMATPrep max / min problem, so join me next time for another look at this topic!</p> <h3>Key Takeaways for Max/Min Problems:</h3> <p>(1) Figure out what variables are “in play”: what can you manipulate in the problem? Some of those variables will need to be maximized and some minimized in order to get to the desired answer. Figure out which is which at each step along the way.</p> <p>(2) You’ll need to know your math concepts in order to figure out clever ways to maximize and minimize. In the case of a set of numbers for which the median is specified, that set has to be laid out from smallest to largest—that’s a requirement for median problems. Once that’s done, you now have restrictions for the different numbers: each one has to be greater than or equal to the number just before it (to the left). It also has to be smaller than or equal to the number after (the one to the right). These restrictions are key in helping you determine how to maximize or minimize one particular number in the set.</p> <p>(3) Did you make a mistake—maximize when you should have minimized or vice versa? Go through the logic again, step by step, to figure out where you were led astray and why you should have done the opposite of what you did. (This is a good process in general whenever you make a mistake: figure out why you made the mistake you made, as well as how to do the work correctly next time.)</p> <p> </p> <p>* Copyright Manhattan Prep. Question cannot be distributed or posted elsewhere without permission.</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/tackling-maxmin-statistics-gmat-part-2/">Tackling Max/Min Statistics on the GMAT (Part 2)</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></content:encoded> </item> <item> <title>Tackling Max/Min Statistics on the GMAT (Part 1)</title> <link>https://www.manhattanprep.com/gmat/blog/tackling-maxmin-statistics-gmat-part-1/</link> <dc:creator><![CDATA[Stacey Koprince]]></dc:creator> <pubDate>Tue, 20 Jan 2015 23:13:16 +0000</pubDate> <category><![CDATA[How to Study]]></category> <category><![CDATA[Problem Solving]]></category> <category><![CDATA[Quant]]></category> <category><![CDATA[business school]]></category> <category><![CDATA[GMAT]]></category> <category><![CDATA[gmat quant]]></category> <category><![CDATA[gmat strategy]]></category> <category><![CDATA[how to study]]></category> <category><![CDATA[MBA]]></category> <category><![CDATA[quant]]></category> <category><![CDATA[Strategy]]></category> <category><![CDATA[study tips]]></category> <category><![CDATA[Tips]]></category> <guid isPermaLink="false">http://www.manhattanprep.com/gmat/?p=8339</guid> <description><![CDATA[<p>Blast from the past! I first discussed the problems in this series way back in 2009. I’m reviving the series now because too many people just aren’t comfortable handling the weird maximize / minimize problem variations that the GMAT sometimes tosses at us. In this installment, we’re going to tackle two GMATPrep® questions. Next time, […]</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/tackling-maxmin-statistics-gmat-part-1/">Tackling Max/Min Statistics on the GMAT (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 wp-image-8352" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/01/1-20-statistics.png" alt="1-20-Statistics" width="375" height="375" srcset="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/01/1-20-statistics.png 504w, https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/01/1-20-statistics-150x150.png 150w, https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/01/1-20-statistics-300x300.png 300w" sizes="(max-width: 375px) 100vw, 375px" />Blast from the past! I first discussed the problems in this series way back in 2009. I’m reviving the series now because too many people just aren’t comfortable handling the weird maximize / minimize problem variations that the GMAT sometimes tosses at us.</p> <p>In this installment, we’re going to tackle two GMATPrep® questions. Next time, I’ll give you a super hard one from our own archives—just to see whether you learned the material as well as you thought you did. <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>Here’s your first GMATPrep problem. Go for it!</p> <p style="padding-left: 30px">“*Three boxes of supplies have an average (arithmetic mean) weight of 7 kilograms and a median weight of 9 kilograms. What is the maximum possible weight, in kilograms, of the lightest box?</p> <p style="padding-left: 30px">“(A) 1</p> <p style="padding-left: 30px">“(B) 2</p> <p style="padding-left: 30px">“(C) 3</p> <p style="padding-left: 30px">“(D) 4</p> <p style="padding-left: 30px">“(E) 5”</p> <p>When you see the word <em>maximum </em>(or a synonym), sit up and take notice. This one word is going to be the determining factor in setting up this problem efficiently right from the beginning. (The word <em>minimum</em> or a synonym would also apply.)</p> <p>When you’re asked to maximize (or minimize) one thing, you are going to have one or more decision points throughout the problem in which you are going to have to maximize or minimize some other variables. Good decisions at these points will ultimately lead to the desired maximum (or minimum) quantity.</p> <p>This time, they want to maximize the lightest box. Step back from the problem a sec and picture three boxes sitting in front of you. You’re about to ship them off to a friend. Wrap your head around the dilemma: if you want to maximize the <em>lightest</em> box, what should you do to the other two boxes?</p> <p>Note also that the problem provides some constraints. There are three boxes and the median weight is 9 kg. No variability there: the middle box must weigh 9 kg.</p> <p><img decoding="async" loading="lazy" class="aligncenter size-full wp-image-8348" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/01/285-image-1.png" alt="285 image 1" width="424" height="144" srcset="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/01/285-image-1.png 424w, https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2015/01/285-image-1-300x101.png 300w" sizes="(max-width: 424px) 100vw, 424px" />The three items also have an average weight of 7. The total weight, then, must be (7)(3) = 21 kg.</p> <p>Subtract the middle box from the total to get the combined weight of the heaviest and lightest boxes: 21 – 9 = 12 kg.</p> <p>The heaviest box has to be equal to or greater than 9 (because it is to the right of the median). Likewise, the lightest box has to be equal to or <em>smaller</em> than 9. In order to maximize the weight of the lightest box, what should you do to the heaviest box?</p> <p>Minimize the weight of the heaviest box in order to maximize the weight of the lightest box. The smallest possible weight for the heaviest box is 9.</p> <p>If the heaviest box is minimized to 9, and the heaviest and lightest must add up to 12, then the maximum weight for the lightest box is 3.</p> <p>The correct answer is (C).</p> <p>Make sense? If you’ve got it, try this harder GMATPrep problem. Set your timer for 2 minutes!</p> <p style="padding-left: 30px">“*A certain city with a population of 132,000 is to be divided into 11 voting districts, and no district is to have a population that is more than 10 percent greater than the population of any other district. What is the minimum possible population that the least populated district could have?</p> <p style="padding-left: 30px">“(A) 10,700</p> <p style="padding-left: 30px">“(B) 10,800</p> <p style="padding-left: 30px">“(C) 10,900</p> <p style="padding-left: 30px">“(D) 11,000</p> <p style="padding-left: 30px">“(E) 11,100”</p> <p>Hmm. There are 11 voting districts, each with some number of people. We’re asked to find the <em>minimum</em> possible population in the <em>least</em> populated district—that is, the smallest population that any one district could possibly have.</p> <p>Let’s say that District 1 has the minimum population. Because all 11 districts have to add up to 132,000 people, you’d need to <em>maximize</em> the population in Districts 2 through 10. How? Now, you need more information from the problem:</p> <p style="padding-left: 30px">“no district is to have a population that is <em>more than 10 percent greater</em> than the population of any other district”</p> <p>So, if the smallest district has 100 people, then the largest district could have up to 10% more, or 110 people, but it can’t have any more than that. If the smallest district has 500 people, then the largest district could have up to 550 people but that’s it.</p> <p>How can you use that to figure out how to split up the 132,000 people?</p> <p>In the given problem, the number of people in the smallest district is unknown, so let’s call that <em>x</em>. If the smallest district is <em>x</em>, then calculate 10% and add that figure to <em>x</em>: <em>x</em> + 0.1<em>x</em> = 1.1<em>x</em>. The largest district could be 1.1<em>x</em> but can’t be any larger than that.</p> <p>Since you need to maximize the 10 remaining districts, set all 10 districts equal to 1.1<em>x</em>. As a result, there are (1.1<em>x</em>)(10) = 11<em>x</em> people in the 10 maximized districts (Districts 2 through 10), as well as the original <em>x </em>people in the minimized district (District 1).</p> <p>The problem indicated that all 11 districts add up to 132,000, so write that out mathematically:</p> <p>11<em>x</em> + <em>x</em> = 132,000</p> <p>12<em>x</em> = 132,000</p> <p><em>x</em> = 11,000</p> <p>The correct answer is (D).</p> <p>Practice this process with any max/min problems you’ve seen recently and join me next time, when we’ll tackle a super hard problem.</p> <h3>Key Takeaways for Max/Min Problems:</h3> <p>(1) Figure out what variables are “in play”: what can you manipulate in the problem? Some of those variables will need to be maximized and some minimized in order to get to the desired answer. Figure out which is which at each step along the way.</p> <p>(2) Did you make a mistake—maximize when you should have minimized or vice versa? Go through the logic again, step by step, to figure out where you were led astray and why you should have done the opposite of what you did. (This is a good process in general whenever you make a mistake: figure out why you made the mistake you made, as well as how to do the work correctly next time.)</p> <p>* GMATPrep® questions courtesy of the Graduate Management Admissions Council. Usage of this question does not imply endorsement by GMAC.</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/tackling-maxmin-statistics-gmat-part-1/">Tackling Max/Min Statistics on the GMAT (Part 1)</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></content:encoded> </item> <item> <title>The newest GMAT Strategy Guides have arrived! (Part II)</title> <link>https://www.manhattanprep.com/gmat/blog/newest-gmat-strategy-guides-arrived-part-ii/</link> <dc:creator><![CDATA[Stacey Koprince]]></dc:creator> <pubDate>Tue, 02 Dec 2014 17:57:09 +0000</pubDate> <category><![CDATA[How to Study]]></category> <category><![CDATA[MGMAT News]]></category> <category><![CDATA[News]]></category> <category><![CDATA[Verbal]]></category> <category><![CDATA[6th edition Strategy Guides]]></category> <category><![CDATA[business school]]></category> <category><![CDATA[Critical Reasoning]]></category> <category><![CDATA[curriculum]]></category> <category><![CDATA[GMAT]]></category> <category><![CDATA[gmat strategy]]></category> <category><![CDATA[GMAT Verbal]]></category> <category><![CDATA[Manhattan GMAT]]></category> <category><![CDATA[Strategy]]></category> <category><![CDATA[verbal]]></category> <guid isPermaLink="false">http://www.manhattanprep.com/gmat/?p=8067</guid> <description><![CDATA[<p>The newest GMAT Strategy Guides have hit the shelves! We’re really excited about these new books, the perfect stocking stuffers to make all of your dreams come true. (Well…your GMAT-related dreams, anyway.) Yesterday, we talked about the Quant Guides and today I’ve got the Verbal scoop for you. Let’s start with Sentence Correction. The SC […]</p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/newest-gmat-strategy-guides-arrived-part-ii/">The newest GMAT Strategy Guides have arrived! (Part II)</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-8068" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/12/gmat-chart.png" alt="GMAT_Chart" width="375" height="375" srcset="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/12/gmat-chart.png 504w, https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/12/gmat-chart-150x150.png 150w, https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/12/gmat-chart-300x300.png 300w" sizes="(max-width: 375px) 100vw, 375px" />The newest GMAT Strategy Guides have hit the shelves! We’re really excited about these new books, the perfect stocking stuffers to make all of your dreams come true. (Well…your GMAT-related dreams, anyway.)</p> <p>Yesterday, <a href="https://www.manhattanprep.com/gmat/blog/2014/12/01/newest-manhattan-gmat-strategy-guides-arrived/">we talked about the Quant Guides</a> and today I’ve got the Verbal scoop for you. Let’s start with Sentence Correction.</p> <p>The SC Guide begins with a new strategy chapter that discusses our 4-Step SC Process and lays out drills that you can do to get better at such skills as the First Glance and Finding a Starting Point. We’ve also significantly expanded the Subject-Verb Agreement chapter to include a full treatment of Sentence Structure, an area that has been becoming much more commonly tested on the GMAT.</p> <p>We’ve added important segments to Modifiers, Parallelism, and Verbs and we’ve woven relevant Meaning topics into every chapter in the book.</p> <p>Finally, we’ve streamlined the Idioms material. The main chapter contains a strategy for tackling idioms as well as the most commonly tested idioms found on the GMAT. A separate appendix contains the less-commonly-tested idioms. We recommend taking the time to memorize the ones listed in the main chapter, but to use the appendix more as a resource to look up the correct idiom when you struggle with a particular problem. (It’s impossible to memorize every idiom in a language; there are thousands, if not tens of thousands!)</p> <h3>What about RC and CR?</h3> <p>Glad you asked! Our Reading Comprehension Guide was re-written from scratch. We’ve streamlined the process for reading passages and added lessons designed to help you wade through these dense passages and extract the kernels you need to answer questions. We’ve also expanded our lessons for each question type and provided you with end-of-chapter cheat sheets that summarize what to do for each question type and what common traps to avoid. (I’m most excited about this book; students often complain that RC is hard to study, and I’m hoping that this book will change your minds!)</p> <p>Of all of the books, Critical Reasoning has changed the least, although we did add more information about Fill-In-The-Blank question types. This Guide also provides you with end-of-chapter cheat sheets that summarize how to recognize each type of question, what to look for in the argument, what kind of characteristics the right answer needs to possess, and how to spot the most common trap answers.</p> <h3>What is the best way to use the books?</h3> <p>Here’s how we typically study each topic in class:</p> <h3><em>Sentence Correction</em></h3> <p>First, we learn how to use the SC Process and we discuss the main topics being tested (grammar and meaning); these correspond to chapters 1 and 2 of the book. Then, we work through one new chapter a week, starting with Chapter 3 (Sentence Structure). The order of chapters in the book is the same order we use in class.</p> <p>You can use the same approach mentioned for quant (in <a href="https://www.manhattanprep.com/gmat/blog/2014/12/01/newest-manhattan-gmat-strategy-guides-arrived/">the first half of this article</a>): do some end-of-chapter problems first to see what your skills are. If you know that you don’t really know this material, then you can also skip this step. After you’ve finished a chapter, try some of those end-of-chapter problems to ensure that you did actually internalize the concepts that you just learned. Then, if you have the OG books, follow up with some questions from the OG Problem Sets, located in your Manhattan Prep Student Center.</p> <h3><em>Reading Comprehension</em></h3> <p>The class contains three RC lessons. First, we learn how to read. Bet you thought you already knew how, didn’t you?</p> <p>Of course you do know how to read, but the way you read in the real world may not work very well on the GMAT. You’ll learn a new way to deal with the short timeframe we’re given on the test. After that, you’ll learn how to handle General questions, the ones for which you need to wrap your brain around the main ideas of the passage.</p> <p>Then, you’ll move on to Specific Questions, including Detail, Inference, and Purpose questions. The test writers are asking us to do something a bit different for each one, so you’ll need to learn how to recognize each type in the first place and then how to handle it.</p> <p>In class, we finish off with a Challenging RC lesson. You can create something similar for yourself by tackling harder and harder OG passages.</p> <h3><em>Critical Reasoning</em></h3> <p>Critical Reasoning begins with a thorough treatment of argument building blocks and the 4-Step CR Process. After that, you’ll learn about each question type (do actually use the order presented in the book). Pay attention to what the book says about frequency of each type; some types are much more common than others (and those types should obviously get more of your attention).</p> <p>For both CR and RC, tear out or photo-copy the cheat sheets and use them to quiz yourself. Alternatively, put the material onto flash cards yourself (the act of rewriting the material will help you to remember it better!) and drill while you’re sitting on the subway or waiting for that meeting to start.</p> <h3>Is that all I need to do?</h3> <p>That will certainly keep you busy for a while. As you get further into your studies, note that you also need to lift yourself to <a href="//tinyurl.com/2ndlevelofgmat">the 2<sup>nd</sup> Level of GMAT Study</a>. Yes, of course, there are lots of facts, formulas, and rules to memorize, and your brain will be focused on those areas at first. It’s crucial, however, for you to learn the various strategies presented in our Guides, as well as <a href="//tinyurl.com/executivereasoning">your own decision-making strategies</a> based on your own strengths and weaknesses, and <a href="//tinyurl.com/GMATTimeManagement">timing strategies</a>.</p> <p>In short, get ready to make a commitment. Think of studying for the GMAT as a university-level course: you’re going to spend hours every week for about 3 to 4 months to get ready for this test. <a href="https://www.manhattangmat.com/blog/2014/01/15/new-years-resolution-get-your-score/">With a solid plan</a>, you’ll achieve your goals.</p> <p><a href="https://www.manhattanprep.com/gmat/store/item/791/">Visit our store and be the first to own the full set of our brand new Strategy Guides</a>. Happy studying!</p> <p><a href="https://www.manhattanprep.com/gmat/blog/2014/12/01/newest-manhattan-gmat-strategy-guides-arrived/"><img decoding="async" loading="lazy" class="aligncenter wp-image-8071 size-full" src="https://cdn2.manhattanprep.com/gmat/wp-content/uploads/sites/18/2014/12/button.png" alt="button" width="242" height="44" /></a></p> <p> </p> <p><em>Studying for the GMAT? Take our <a href="//www.manhattanprep.com/gmat/free-gmat.cfm">free GMAT practice exam</a> or sign up for a <a href="https://www.manhattanprep.com/gmat/Classes/Free/">free GMAT trial class</a> running all the time near you, or online. And, be sure to <a href="https://www.facebook.com/MGMAT">find us on Facebook</a> and <a href="https://plus.google.com/110382741953934957654">Google+</a>,<a href="//www.linkedin.com/company/manhattan-gmat">LinkedIn</a>, and <a href="https://twitter.com/ManhattanGMAT">follow us on Twitter</a>!</em></p> <p>The post <a rel="nofollow" href="https://www.manhattanprep.com/gmat/blog/newest-gmat-strategy-guides-arrived-part-ii/">The newest GMAT Strategy Guides have arrived! (Part II)</a> appeared first on <a rel="nofollow" href="https://www.manhattanprep.com/gmat">GMAT</a>.</p> ]]></content:encoded> </item> </channel> </rss>