Let's just say, that preparing for the GMAT is no walk in the park. It demands dedication, time, and the right materials to help you through the challenge – you need to be ready to put in the hours to find the study materials that work best for you. As prospective MBA candidates, we often find ourselves at a crossroads when deciding on the optimal study resources for the Graduate Management Admission Test (GMAT). This decision becomes even more critical for those of us preparing for the newly introduced GMAT Focus Edition (GFE). This new version of the GMAT demands a shift in our preparation strategies, especially given the limited availability of resources tailored to the Focus Edition. The GMAT prep material can really make or break your confidence on test day.  By strategically investing in the most suitable prep books, candidates can exponentially enhance their prospects of attaining their target scores and securing admission to their desired business school programs.

What is the best GMAT study material?

Ah, the million-dollar question! The reality is that the notion of the "best" material is inherently subjective, hinging upon one's individual learning preferences and requirements. Key to your selection should be resources that offer more than mere practice questions. Instead, prioritize materials that delve into comprehensive explanations, showcase varied strategies, and impart critical test-taking tips. Here’s the encouraging part: a robust GMAT preparation approach often entails the artful amalgamation of diverse resources. Envision it as the assembly of a formidable power team, each member contributing a unique set of skills and expertise to the collective goal of GMAT success.

A strategic point of departure is often the official study material for GMAT crafted by the Graduate Management Admission Council (GMAC), the architects of the exam. These resources encompass free online question banks, practice tests, and study guides, providing an authentic glimpse into the GMAT arena. They are quintessential for familiarizing yourself with the exam's structure and the types of questions you'll encounter.

Moreover, leveraging online platforms equipped with adaptive learning technologies can prove immensely advantageous. These innovative tools adjust the difficulty of questions based on your performance, closely mimicking the actual GMAT’s adaptive nature. This personalized approach ensures that you are continually challenged and can pinpoint and address your weak spots effectively.

Does it matter which year GMAT material I study?

The GMAT exam format can change over time, so it's important to use recent study materials that reflect the current exam. However, slightly older resources can still be relevant, especially for honing fundamental skills. Many of the questions have remained the same over the years. The main danger you run into using ultimate materials is studying topics such as geometry and sentence corrections which have been removed from the GMAT Focus. 

What are the best GMAT prep books?

The foundation of any strategic GMAT study plan should undoubtedly be the "Official Guide to the GMAT" developed by the Graduate Admissions Council (GMAC).
Central to the Official Guide Books' excellence is their alignment with the latest GMAT syllabus, including the recently introduced GMAT Focus Edition. This new edition places heightened emphasis on data literacy skills, challenging aspiring MBAs to adapt their study strategies. The Official Guide Book adeptly addresses these new demands, offering tailored content that equips test-takers with the requisite tools for success.

Strengths:

• 1,100 real GMAT questions
• The practice questions follow actual GMAT test patterns - great to have one's ear-trained
• Online system but sometimes hit and miss

Weaknesses:

• The book does not contain any strategies
• It does have a few short review sections but they are very weak
• Mostly low and medium-difficulty questions. Not very helpful to a person aiming to get above 655+.
• Most of the data insights questions are only available online and a brand new book must be purchased to the question bank using a unique code. 

However, while the GMAT Official Guide Book stands as the cornerstone of Focus Edition preparation, it is crucial not to overlook the significance of time-tested resources that have proven instrumental in conquering the classic GMAT.

• Manhattan Prep’s ‘All the GMAT’: Manhattan Prep’s comprehensive set offers aspirants a deep dive into GMAT content with rigorous practice questions, detailed answer explanations, and broad coverage of all test areas, making it an invaluable tool for comprehensive GMAT preparation. In June 2024, a new version of the Manhattan prep books was released.
• Powerscore’s GMAT Critical Reasoning Bible: This GMAT book is particularly adept at honing critical reasoning skills, offering detailed techniques to improve analytical thinking and significantly boost one’s performance in the critical reasoning sections.
• Princeton Review's “Premium Prep”: Known for its user-friendly explanations and strategies, Princeton Review’s comprehensive text helps demystify the daunting aspects of the GMAT for test-takers at all levels. This book is probably the most lightweight and list impactful on score improvement. 

Given the GMAT's evolution, a judicious blend of these resources can cater to a myriad of learning styles and preparation needs, equipping candidates effectively for both the traditional and the Focus Edition of the GMAT. As the landscape of business education continues to evolve, so too must the tools with which future leaders prepare to conquer their admissions challenges.

Why Use a GMAT Prep Book?

These materials are meticulously designed to transcend mere studying by optimizing your preparation time to deliver peak performance outcomes. They equip you with methodical approaches for tackling each segment, the acumen to make educated guesses, and strategies to sidestep prevalent pitfalls. These resources typically offer:

• In-depth Content Coverage. They provide exhaustive reviews of all the subject areas within the ambit of the GMAT, spanning quantitative and verbal dexterity to analytical composition and integrated reasoning.

• Strategic Test-Taking Approaches. Understanding how to strategically navigate the exam can significantly bolster your performance. These tomes impart methodologies that empower you to manage time efficiently, confidently tackle challenging questions, and embrace the exam with unfettered confidence.

• Practice Materials and Simulated Exams. To mirror the tangible experience of the GMAT, They not only gauge your knowledge but also condition you for the stamina and tempo requisite for the actual exam.

What is the best resource to study for the GMAT?

Evaluating your available study time empowers you to make informed resource selections. If your schedule permits intensive preparation, comprehensive GMAT prep courses might be optimal. However, if time is a constraint, consider focused study guides or online practice question banks to maximize efficiency. 

Explore free GMAT resources such as practice exams and online forums. If your budget permits, premium resources like prep courses and personalized tutoring offer enhanced support and guidance.

Free GMAT preparation materials:

1. GMAT club offers free practice test plus thousands of questions in the forum, a downloadable Math book, a free error log, and GMAT club rewards that help you get many resources free. You can also check out GMAT Club's YouTube channel, which is a mini-course on GMAT that covers all the topics. 
2. Khan Academy – Although not specifically designed for the GMAT, Khan Academy offers a treasure trove of lessons encompassing the mathematical and verbal domains crucial to the exam.
3. GMAT Official Starter Kit – Graciously provided by GMAC, this comprehensive kit includes 90 practice questions and two full-length simulated exams, offering a veritable trial run.

Virtual Congregations: A Nexus of Guidance

1. GMAT Club – Transcending a mere forum, GMAT Club stands as a repository of knowledge. It hosts a diverse array of resources such as practice queries, mock exams, incisive performance analyses, and invaluable counsel on MBA applications.
2. Reddit's r/GMAT – Not as resource-rich as GMAT Club, but still an active space to share experiences and gather peer opinions.

GMAT Prep Courses:

Manhattan Prep

Renowned for their scrupulous and meticulous course structure, Manhattan Prep presents both self-guided and live GMAT prep courses, catering to diverse learning preferences.

Magoosh GMAT 

Magoosh positions itself as a financially accessible online GMAT prep course, enriching aspirants with a plenitude of practice questions, didactic video lectures, and mock tests.

Target Test Prep  

Specializes in a focused and highly personalized approach to GMAT preparation, excelling in quantitative sections and offering a structured, progressive study plan for mastery.

eGMAT

Known for its student-centred design, eGMAT delivers a data-driven, adaptive learning experience, with strengths in verbal sections and strategies tailored to improve accuracy.

GMAT Whiz 

GMAT Whiz integrates AI-driven tools to create an adaptive and personalized study plan, helping students optimize their preparation through smart analytics and targeted practice.

Experts’ Global

Provides a well-rounded GMAT prep experience with a blend of video lessons, practice tests, and a distinctive online interface, popular for its test-taking strategies and efficiency-focused curriculum.

Frequently Asked Questions (FAQ) 

Which are the best GMAT prep books for self-study?

1. Manhattan Prep GMAT Strategy Guides
2. Official Guide for GMAT Review
3. The PowerScore GMAT: Critical Reasoning Bible, Reading Comprehension Bible, Verbal Bible
4. Manhattan Prep GMAT 6th edition

Which GMAT prep book should I buy as a beginner? 

Start your GMAT journey with the Official Guide for GMAT Review published by GMAC, which serves as a solid foundation for your studies with reliable practice materials. Along the way, join the lively GMAT Club community, where you’ll find helpful insights, many debriefs and success stories and strategies from others who’ve successfully navigated the exam.

The post Best GMAT Focus Prep Books, Study Materials & Resources first appeared on GMAT Club Blog.

1) Peter went to the store to buy paint.  Small cans cost $30 and larger cans cost $80.  How many small cans of paint did he buy?

Statement #1: Peter spent $220 on paint.

Statement #2: Peter bought four cans of paint in total.

2) In a card game named Allemande, each of four players has a hand of 8 cards from a standard deck of 52.   Through a series of discards, players try to maximize the point value of their final hand in a demo aviator game.  Suits are irrelevant.   Cards Ace through 10 have a point value of the number of their card: for example, the five of any suit would be worth 5 points.   Face cards (Jack, Queen, and King) are worth 20 points each.   Does Charles have the highest value final hand?

Statement #1: Charles’ hand is worth 117 points.

Statement #2: No other player besides Charles has more than four face cards in his hand.

3) Each of three students is given fifteen tokens to spend at a fair with various tents to visit.   Some tents cost 3 tokens to enter, and some, 4 tokens.   How many tents did Amelia visit?

Statement #1: Amelia bought one token from another classmate, and spent all the tokens in her possession.

Statement #2: Not all of the tents Amelia visited were the same token-price.

4) A group of five friends have $87 dollars between them.   Each one only has bills, that is, whole dollar amounts, no coins.   Dolores has $29: does she have the most money of the five of them?

Statement #1: Three of the friends are tied for the median value, and one has two dollars less.

Statement #2: Two of the friends, Andie and Betty, have $30 between them, and each has more than $5 herself.

Solutions will come at the end of the article.

Success with GMAT Math

Getting an elite score on the GMAT Data Insights section is not easy.  It involves mathematical thinking, that is, thinking about math the way a mathematician would.  It does not involve blind memorization, although it involves remembering formulas and rules by understanding the logic behind them.   It involves an agile and diverse approach to problem solving that includes estimation, backsolving, and out-of-the-box thinking.   Math is all about the details, so a successful mathematical mindset involves paying attention to all the details that other neglect, such as the logic of grouping symbols.

One common complaint of students studying for the GMAT Data Insights section is that the problems look hard but then it seems easy when they read the explanation.  Math has this funny quality: when you don’t know what to do, it’s impossible, but then when you know what to do, it’s easy.   Students often focus on the very left-brain question of “what do I do“, and all too often neglect the more right-brain questions “what perspective do I bring?” and “how do I frame the problem?”  When the student brings to a problem the right perspective and frames the question in the right way, then everything about what to do becomes clear.   Math solutions do this, but if students focus only on what the solution did, they will miss the most important part: how the solution chose to frame the problem, how the solution approached the problem from scratch and made sense of it.   Perspective and framing are everything in the solution to challenging GMAT math problems, and as a student develops these capacities, problem after problem simply unfolds before that student.

Finally, think about what it means to achieve an elite math score.  For example, a score of a 51 is approximately the 96th percentile.   If student X scores a 51 for a GMAT scaled DI score, that means student X could do more math than could 96% of the test-takers.   This means that problems on which most people give up, because they don’t know how to begin, student X begins and solves correctly.   Now, think about those problems, the most challenging GMAT math problems.   Most people will look at them and not know how to begin.   There is no easy trick for beginning such problems: if there were, they wouldn’t be problems that 96% of test takers get wrong.  Nothing you can memorize and no set procedure you can follow will get you through those problems.  If there were some easy trick that allowed you to solve them, then again, 96% of test takers wouldn’t get them wrong.  These problems involve insight and creative perspectives in problem-solving, all the qualities that come only from building experience in problem-solving and learning new perspectives from problem explanations.

Summary

Here’s another challenging question for practice:

5) http://gmat.magoosh.com/questions/951

If you would like to add anything about your own experiences with challenging GMAT DI problems, let us know in the comments section below.

Practice problem explanations

1) Statement #1: How many ways can we make 220 from adding as many 30’s as we want and as many 80’s as we want?   Since 80 is bigger, I will go through cases looking at the number of 80’s we use.

Case #1: zero 80s.  Can we make 220 purely with 30’s?  No.  The number 22 is not divisible by 3, so 3 does not go evenly into it.  This case is impossible.

Case #2: one 80.  Then 220 – 80 = 140 would be left for the 30’s to make.  Well, we can’t make 140 solely with 30’s, because 14 is not divisible by 3.  This case is impossible.

Case #3: two 80’s.  Then 220 – 2*80 = 220 – 160 = 60 would be left for the 30’s to make.  We’re in luck: with two 30’s, we get 60.  Thus 220 = 80 + 80 + 30 + 30.  That’s one possibility.

Notice there can be no case #4, because three 80’s would be 240, already too big to be included in 220.   Thus, 220 = 80 + 80 + 30 + 30 is our only possibility, and we know Peter bought exactly two larger cans and two small cans.

This allows us to determine a definitive solution.  This statement, alone and by itself, is sufficient.

Statement #2: with no idea of the total price, this doesn’t tell us anything.  Let L = larger can and S = smaller can.  If he bought four cans, he could have bought {S, S, S, S}, {L, S, S, S},  {L, L, S, S}, {L, L, L, S}, or {L, L, L, L}.  The number of small cans could be anything between zero and four.  We have no way to determine a definitive answer.  This math question statement, alone and by itself, is insufficient.

Answer = (A)

2) Statement #1 is obviously not sufficient, because it only tells us about Charles, and nothing about everyone else.

Statement #2 is obviously not sufficient, because it only tells us about everyone else, and nothing about Charles.

The whole question revolves around what happens with the combined statements.

Charles has 117 points, a strong hand.  No one else has more than four face cards.  Clearly, most players, say someone with no face cards, would have to be below Charles.   We have no doubt that some players are below Charles.  Could anyone possibly have more than Charles?  Well, suppose one person had four face cards (4*20 = 80 points) and also had all four 10’s in the deck — then, that person would have a total point value of 80 + 10 + 10 + 10 + 10 = 120, higher than Charles.  So, given the combined conditions, most people will have less than Charles, but someone could have a hand worth more than Charles’s hand, so even with the combined statements, we cannot say definitively that Charles has the highest value hand.   Nothing is sufficient here.

Answer = (E)

3) This is a tricky problem.

Statement #1: Amelia had 16 tokens in total, and spent them all.  How could she do this with a combination of 3-token tents and 4-token tents?  Well, there are two possibilities.

Case I: Amelia visited four 4-token tents, four tents in total.

Case II: Amelia visited one 4-token tent and four 3-token tents, five tents in total

Since this math statement question leaves us with the ambiguity with four vs. five tents, we cannot give a definitive answer to the prompt question.  This statement, alone and by itself, is insufficient.

Statement #2: This statement, by itself, tells us very little.  How many tokens did Amelia have?  Did she spend all the tokens in her possession?  We have no way of knowing, so no way to answer the prompt question.  This statement, alone and by itself, is insufficient.

When we combine the statements, the second one becomes more significant.  Of the two cases given in statement #1, the first involves four trips to tents of the same token-price, so case #1 is not consistent with statement #2.  That leaves only case #2, which means that Amelia had to have visited exactly five tents.   Combining the statements allows us to give a definitive answer to the prompt question.  Combined, the statements are sufficient.

Answer = (C)

4) A crucial numerical fact to recognize is that 87 = 3*29.  In other words, Dolores’ share is 1/3 of the entire pot.

Statement #1: three people share the same median value.  Suppose Dolores were one of those three friends.  Then, each would have $29, and together the three of them would have 3*29 = $87.  A fourth would have $27, and we are already way over the amount of the whole group. It’s not possible for Dolores to have the median value or to be less than the median, so the only other possibility would be for Dolores to have the value greater than the median – i.e. the maximum value.   The answer to the prompt question is a clear “yes.”  This math question statement allows us to determine a definitive answer to the prompt question.  This statement, alone and by itself, is sufficient.

Statement #2: First of all, neither Andie nor Betty could have as much as Dolores has.  If Andie has just $6, then Betty could be as high as $24, but Betty can’t go any higher, because Andie must be above $5 and their sum must be $30.   So, Andie & Betty each must be lower than Dolores.   Now, between the three of them, Andie & Betty & Dolores, they must have $30 + $29 = $59, leaving only $87 – $59 = $28 for the other two people.  If the other two people have $28 together, neither one can have as much as Dolores.  Thus, Dolores has to have the most.   This statement allows us to determine a definitive answer to the prompt question.  This statement, alone and by itself, is sufficient.

Answer = (D)

The post Difficult Numerical Reasoning Questions appeared first on Magoosh Blog — GMAT® Exam.

The post Difficult Numerical Reasoning Questions first appeared on GMAT Club Blog.

Among other things, this post is a case study of an OG DS question:

OG 12th Edition, Data Sufficiency Practice Problem #23

Here is the problem that appears in the OG:

23) If p₁ and p₂ are the populations and r₁ and r₂ the number of representatives of District 1 and District 2 respectively, the ratio of the population to the number of representatives is greater for which of the following districts?

(1) p₁>p₂

(2) r₂>r₁

(A) Statement 1 alone is sufficient but statement 2 alone is not sufficient to answer the question asked.

(B) Statement 2 alone is sufficient but statement 1 alone is not sufficient to answer the question asked.

(C) Both statements 1 and 2 together are sufficient to answer the question but neither statement is sufficient alone.

(D) Each statement alone is sufficient to answer the question.

(E) Statements 1 and 2 are not sufficient to answer the question asked and additional data is needed to answer the statements.

Below, I’ll show the solution to this.

Basic Fraction Facts

Here are two very important fraction rules.

1) When the numerator increases and the denominator stays the same, the fraction as a whole increases.  When the numerator decreases and the denominator stays the same, the fraction as a whole decreases.

2) When the denominator increases and the numerator stays the same, the fraction as a whole decreases.  When the denominator decreases and the numerator stays the same, the fraction as a whole increases.

Those, as they are stated, are always true 100% of the time.

Not As Simple

If both the numerator and denominator change at the same time, then things are trickier.  See the table below, which assumes that both numerator and denominator are positive.

In the first case, for example, whether the fraction increases depends on how much the numerator increases, and how much the denominator increases.  For example:

1/3 -> 2/5   both numerator & denominator increase, and fraction increases

1/3 -> 2/7   both numerator & denominator increase, and fraction decreases

(Both of those can be easily seen from the fact that 1/3 = 2/6, so be increasing or decreasing the denominator of 2/6, we can create bigger or smaller fractions.)

Back to the OG DS Problems

Now, we can tackle the DS problem above.  We are comparing fractions of population over number of representative, p/r.

Statement #1: The numerator of the first fraction is larger.  If we knew the denominators were staying the same or getting smaller, we could deduce that the fraction overall is getting bigger.  Unfortunately, we have no information about how the denominators compare.  Statement #1, by itself is insufficient.

Statement #2: As always in GMAT DS question, we have to forget about everything in Statement #1 and focus only on what Statement #2 says.  — We know the second fraction has a lager denominator.  We have no information now about the numerators.  Statement #2, by itself is insufficient.

Statements #1 & #2 combined: Now, we know that when we go from the first fraction to the second fraction,

the numerator decreases and the denominator increases.  This is row three of the table above: the fraction as a whole decrease, so District #2 has a lower population to representative ration than District 1.  Answer = C

Here’s another GMAT Data Sufficiency Question on ratios, to practice: http://gmat.magoosh.com/questions/995

The post Comparing Ratios on the GMAT appeared first on Magoosh Blog — GMAT® Exam.

The post Comparing Ratios on the GMAT first appeared on GMAT Club Blog.

GMAT Data Sufficiency Practice Questions

1. Maggie is 15 years older than Bobby.  How old is Bobby?

Statement #1: In 3 years, Maggie’s age will be 50% larger than Bobby’s age.

Statement #2: Years ago, when Maggie was 25 years old, Bobby was 10 years old.

2. By abc we denote a three digit number with digits a, b, and c.  Is abc divisible by 3?

Statement #1: The product of (a) times (b) is a number divisible by 3

Statement #2: c = 3

3. The ratio of underclassmen to upperclassmen in a particular school is 4:5.  How many underclassmen are there?

Statement #1:  If the number of upperclassmen increased by 20%, then underclassmen would constitute 40% of this larger student body.

Statement #2:  If 10 more underclassmen joined the school, the new ratio of underclassmen to upperclassmen would be 9:10.

4. An oddly shaped die has N sides, numbered from 1 to N, that are equally likely to appear on a throw.  Let P be the probability that at least one “1” appears in two throws.  Is P < (1/5)?

Statement #1: N is a prime number

Statement #2: N > 5

5. Set S consists of all the positive multiples of 5 that are less than K, and K is a positive integer not divisible by 5.  The mean of Set S is not divisible by 5.  Let N be the number of members of the set.  N is not divisible by 5.  What does N equal?

Statement #1: N < 52

Statement #2: K/5 > 48

6. The numbers D, N, and P are positive integers, such that D < N, and N is not a power of D.  Is D a prime number?

Statement #1:  N has exactly four factors, and D is a factor of N

Statement #2:  D = (3^P) + 2

Answers and Solutions

1. Let M = Maggie’s age right now, and let B = Bobby’s age right now.  The prompt gives us the equation M = B + 15.

Statement #1 gives us a second equation, (M + 3) = 1.5*(B + 3).  Notice that I used a multiplier for the percent increase.   With this equation and the prompt equation, we have two equations with two unknowns, so we can solve for the values of M & B.  We don’t need to perform those calculations: it is enough to know that we could.  This statement, alone and by itself, is sufficient.

Statement #2 is already obvious from the prompt.  If Maggie is 15 years older than Bobby, then when Maggie was 25, Bobby would have had to have been 10.  There’s no surprise there.  We are given absolutely no indication when these people were these ages, so this doesn’t help us at all.  This statement, alone and by itself, is not sufficient.

Answer = (A)

2. Remember, the divisibility rule: if the sum of all the digits in a large number is divisible by 3, then the number itself is divisible by three.

The problem with statement #1, for any given values of a & b that work, the one’s digit, c, could be anything.  For example, a = 1, and b = 3 satisfy this condition, so that would be all the numbers in the 130’s: {130, 131, 13, 133, 134, 135, 136, 137, 138, 139}.  Clearly, some of these are divisible by 3, namely {132, 135, 138} and the others aren’t.  This statement allows for multiple answers, so this statement, alone and by itself, is not sufficient.

The problem with statement #2 is that we now know the one’s digit, but the other two digits could be anything.  Think about the first few possible numbers of this form: {103, 113, 123, 133, 143, 153, 163, 173, 183, 193, 203}.  Of those, only (123, 153, 183) are divisible by three, and the others aren’t.  In fact, you would be expected to know this, but as it happens, {103, 163, 173, 193} are prime numbers, not divisible by anything!  This statement also allows for multiple answers, so this statement, alone and by itself, is not sufficient.

Combined statements: now, we have to obey both constraints.  One number that obeys both constraints is 133, which is not divisible by 3.  Another number that obeys both constraints is 333, which is divisible by 3.  Even with both statements in place, we can find numbers that produce either a “yes” or a “no” to the prompt.  Even together, the statements are not sufficient.

Answer = (E)

3. We are given “ratio information” and we want actual numbers.  To get counts, actual numbers of people, we need something besides more ratio information.

Statement #1 just gives us more “ratio information,” so we can’t solve for counts.  This statement, alone and by itself, is not sufficient.

Statement #2 gives us some actual counts.  Let N and P represent the current underclassmen and upperclassmen, respectively, in the school.  We know N/P = 4/5 from the prompt.  From this statement, we know (N + 10)/P = 9/10.  Together, we have two equations for two unknowns, so we could solve for the values of N & P.  This statement, alone and by itself, is sufficient.

Answer = (B)

4. First of all, if the N sides are equally likely, the probability of getting “1” on a single throw, or any particular side on a single throw, is 1/N.  The probability of not getting “1” on a single throw, or not getting any particular side, is (1 – 1/N) = (N – 1)/N.

For relatively low values of N, then getting “1” is relatively more likely, and getting something else is relatively less likely.  As N gets bigger, the probability of getting “1” on a single throw decreases, and the probability of getting something else increase.

What really makes the difference in this probability is the size of N.  This is an at least probability, so we calculate the probability of getting something other than one on two consecutive throws, and then subtract this from 1.

Statement #1: this statement is not very helpful.  If N = 2, then essentially, the “two-sided die” is a coin, and if H = 1, then the probability of not getting a “1” is (1/2).  The probability of not getting a “1” on two consecutive throws is (1/4).  That’s the probability of getting no “1” on two throws.  We subtract this from one to get the probability of at least one “1”: P = (3/4), which greater than 1/5.  Answer to the prompt = “no.”

But, suppose N is larger.  For easy of calculation, I will pick N = 15, even though 15 is not prime.  If N = 15 produces a probability less than 1/5, then so will any prime number greater than 15.

If N = 15, then the probability of not getting a “1” on a single throw is 14/15.  The probability of not getting a “1” on two consecutive throws is this squared, 196/225.  If this is more than 4/5, then subtracting it from one will be less than 1/5.  Well, 225/5 = 45, and 45 times 4 is 180.  Thus, (180/225) = (4/5), and (196/225) > (4/5).  Subtracting this from one will produce a probability less than 1/5.  Answer to the prompt = “yes.”

This statement is consistent with different answers to the prompt question, so it does not lead to a definitive answer.  This statement, alone and by itself, is not sufficient.

Statement #2: We have already seen that N = 15, or any number larger than that, produces a “yes” answer to the prompt.  Is it possible to produce a “no” answer to with a value of N greater than 5?

I will use N = 7.  The probability of not getting a “1” on a single throw is 6/7.  The probability of not getting a “1” on two consecutive throws is this squared, 36/49.  If this is less than 4/5, then subtracting it from one will be more than 1/5.

Well, clearly, 36/45 = 4/5, and making the denominator larger makes a fraction smaller, so

4/5 = 36/45 > 36/49.  So, this fraction is less than 4/5, so subtracting it from one will result in a probability that is greater than 1/5.  This gives a “no” answer to the prompt.

This statement is consistent with different answers to the prompt question, so it does not lead to a definitive answer.  This statement, alone and by itself, is not sufficient.

Combined statements: As we saw in the previous statements, the prime number N = 7 gives a “no” answer, and the non-prime N = 15 gives a “yes” answer, which implies that any prime number greater than 15 (such as 17, 19, 23, etc.) would also give a “yes” answer.  Different answers are possible even with the constraints of both statements.  Together, both statements are still not sufficient.

Answer = (E)

5. This is a tricky problem, because there are several constraints in the problem.  first of all, the number of members is N, so the numbers in the set go from 5 to 5N.  The integer K has the quality that 5N < K < (5N + 5), because K is bigger than the biggest member of the set, but 5N has to be the largest multiple of 5 less than K.

We know that the mean of the set is not divisible by 5, and this is important.  For an evenly spaced set, the mean & median are identical.  If there were an odd number of members, the mean & median would simply be the middle number on the list, and this of course would be some multiple of 5.  The fact that mean & median is not divisible by 5 necessarily means that there must be an even number of members on the list. This way, the mean & median would be the average of the middle two numbers, which would be a non-integer, certainly not an integer divisible by 5.  Therefore, N is an even number.

Finally, we are also told that N itself is not divisible by 5—an odd constraint that may be relevant.

Statement #1: Here, N could be any even number less than 52, as long as it’s not divisible by 5.  It could be {48, 46, 44, 42, 38, ….}  Multiple possibilities.  This statement, alone and by itself, is not sufficient.

Statement #2: The statement tells us that K > 5*48, so it could be that N = 48, so that K would be between 5(48) and 5*(49).  That’s a possibility, or N could be any larger even number that is not divisible by 5.  N could be {48, 52, 54, 56, 68, 62, …}  Again, multiple possibilities.  This statement, alone and by itself, is not sufficient.

Combined statements: with both constraints, the only possible value if N = 48.  The statements together are sufficient.

Answer = (C)

6. This is a tricky one.

Statement #1: two kinds of numbers have exactly four factors: (a) products of two distinct prime numbers, and (b) cubes of prime numbers.

The product of two distinct prime numbers S and T would have factors {1, S, T, ST}.  For example, the factors of 10 are (1, 2, 5, 10), and the factors of 21 are {1, 3, 7, 21}.

The cube of a prime number S would have as factors 1, S, S squared, and S cubed.  For example, 8 has factors {1, 2, 4, 8} and 27 has factors {1, 3, 9, 27}.

We know N is not a power of D, so the second case is excluded.  N must be the product of two distinct prime numbers.  We know D < N, so of the four factors, D can’t be the product of the two prime numbers.  D could be either of the prime number factors, or D could be 1, which is not a prime number.   Because D could either be a prime number or 1, we cannot give a definitive answer to the question.  This statement, alone and by itself, is not sufficient.

Statement #2: this is tricky.  The first few plug-ins seem to reveal a pattern.

Even if you sense a pattern, it’s important to remember that plugging in numbers alone is never enough to establish that a DS statement is sufficient.  Here, if we persevered to one more plug-in, we would find the one that breaks the pattern.

That gives another answer to the prompt, so we know this statement is not sufficient.

To avoid a lot of plugging in, it’s also very good to know that in mathematics, prime numbers are notorious for not following any easy pattern.  It is impossible to produce an algebraic formula that will always produce prime numbers.  In fact, this is more than you need to know, but the hardest unsolved question in higher mathematics, the Riemann Hypothesis, concerns the pattern of prime numbers; mathematicians have been working on this since 1859, and no one has proven it yet.  Suffice to say that no one-line algebraic formula is going to unlock the mystery of prime numbers!

Combined statements: according to the information in statement #1, either D = 1 or D is a prime number.  Well, statement #2 excludes the possibility that D = 1, because that number cannot be written as two more than a power of 3.  Therefore, D must be a prime number.  We have a definitive answer to the prompt question.  Combined, the statements are sufficient.

Answer = (C)

DS Probability Questions

1. A class contains boys and girls.  What is the probability of selecting a boy from a class?

Statement #1: there are 35 students in the class

Statement #2: the ratio of boys to girls is 3:4

2. Bert has $1.37 of loose change in his pocket  —- pennies ($0.01), nickels ($0.05), dimes ($0.10), and quarters ($0.25).  He reaches into his pocket and pulls out one coin at random.  What is the probability that the coin is a nickel?

Statement #1: There are exactly seven pennies in his pocket

Statement #2: There are exactly three quarters in his pocket

Answers:

1. Statement #1: from this, we know there are 15 employees selected.  We don’t know the value of M, which is clearly greater than or equal to 15.  If M is very large, it may be highly unlikely that either Andrew or Georgia is seated.  If M is closer to 15, then that would change the probability. Without knowing the value of M, we can’t complete the calculation.   This statement, alone and by itself, is insufficient.

Statement #2: Ignore the information in the first statement.  If M = N, then all employees, everyone in the pool of selection, takes a seat.  It is simply a matter of seating a group of M employees randomly in M seats.

Think about this.  For every seating arrangement with Andrew to the right of Georgia, there will be exactly one seating arrangement, the mirror image, that has Andrew to the left of Georgia.   Since there’s a one-to-one correspondence between these two, there must be just as many arrangements with Andrew on one side of Georgia as on the other side.   Both are equally likely, so the probability must be 1/2.

This information was enough to calculate a numerical answer to the prompt question.   This statement, alone and by itself, is sufficient.

First not sufficient, second sufficient.  Answer = B.

2. A reminder for non-American students — $1.00 = 100¢.  Thus

penny = $0.01 = 1¢

nickel = $0.05 = 5¢

dime = $0.10 = 10¢

quarter = $0.25 = 25¢

Statement #1: Bert has seven pennies, amounting to 7¢.  The other coins total $1.30.  This could be all nickels — 26 nickels — so that of the 7 + 26 = 33 coins in the pocket, 26 are nickel, and the probability of picking a nickel would be 26/33.  Or, that $1.30 could be 4 quarters and 3 dimes, so that there were no nickels, and the probability of picking a nickel would be zero!  Different possible choices lead to different answer to the prompt question, so this statement, alone and by itself, is insufficient.

Statement #2: Bert has three quarters, amounting to 75¢.  The other coins total 62¢ — this could be two pennies and twelve nickels, that of the 3 + 2 + 12 = 17 coins in the pocket, 12 are nickels, and the probability is 12/17. Or, that 62¢ could be entirely in pennies, without any nickels or dimes at all: then the probability of picking a nickel would be zero.   Different possible choices lead to different answer to the prompt question, so this statement, alone and by itself, is insufficient.

Combined statements: Now, we know Bert has seven pennies and three quarters, and these ten coins together account for 82¢.  The remaining 55¢ must be composed of dimes and nickels.  There could be eleven nickels and no dimes, so that of the 10 + 11 = 21 coins in the pocket, 11 are nickels, and P = 11/21.  OR, there could be five dimes and one nickel in the pocket, so of the 10 + 5 + 1 = 16 coins in the pocket, only one is a nickel, and P = 1/16.  Different possible choices lead to different answer to the prompt question, so both statements combined are insufficient.

Nothing is sufficient.  Answer = E

Try This Tricky Data Sufficiency Question!

On each lab that René completed he received either 100 points or 85 points. On how many labs did he score 100 points?

(1) René’s scores for his completed labs totaled 1140 points.
(2) René completed a total of twelve labs.

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

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

(C) BOTH statements TOGETHER are sufficient, but NEITHER statement ALONE is sufficient.

(D) EACH statement ALONE is sufficient.

(E) Statements (1) and (2) TOGETHER are NOT sufficient

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Applying the rule incorrectly causes quite a few errors on the quant section, particularly with Data Sufficiency questions. Sometimes, two equations aren’t enough to allow us to solve for two variables, or even for one. That is, sometimes, information that seems sufficient isn’t in fact sufficient.

The trick was that the rule above isn’t correct as written. The correct rule is that a system of n distinct linear equation is sufficient to solve for n variables, but that sometimes the GMAT gives you systems of equivalent (not distinct) equations, or exponential or quadratic (not linear) equations, and that the rule doesn’t apply to such systems.

Today, we’ll see that sometimes information that doesn’t seem sufficient turns out to be, even when the equations in question are distinct and linear. How does that happen?

GMAT Systems of Equations: Sample Problem

Take a minute or two to answer this problem:

Andres bought exactly two sorts of donuts, old-fashioned donuts and jelly donuts. If each old-fashioned donut costs $0.75 and each jelly donut costs $1.20, how many jelly donuts did Andres buy?

(1) Andres bought a total of eight donuts.
(2) Andres spent exactly $7.35 on donuts.

(A) Statement (1) ALONE is sufficient, but statement (2) alone is not sufficient.
(B) Statement (2) ALONE is sufficient, but statement (1) alone is not sufficient.
(C) BOTH statements TOGETHER are sufficient, but NEITHER statement ALONE is sufficient.
(D) EACH statement ALONE is sufficient.
(E) Statements (1) and (2) TOGETHER are NOT sufficient.

In this case, if we too quickly apply the rule described above, we’ll probably choose (C) after a bit of algebra. It turns out, though, that (C) is not the correct answer.
 

Let’s Translate This Into GMAT Algebra

Let j=the number of jelly donuts Andres purchased and 1.2j=the amount that Andres spent on jelly donuts.

Note that we want to solve for j.

Let f=the number of old-fashioned donuts Andres purchased and 0.75f=the amount that Andres spent on old-fashioned donuts.

The question stem doesn’t give us an equation. (Well, it could give us 1.2j+0.75f=t, where t=the total dollars spent on donuts, but that equation isn’t useful.)

We can rewrite statement (1) as an equation:

(1) j+f=8

Obviously that doesn’t allow us to solve for j. Eliminate answers (A) and (D).

We can rewrite statement (2) as an equation:

1.2j+0.75f=7.35

This doesn’t seem to be sufficient either. After all, solving for j yields a weird variable expression, j=6.125-0.833…f. So we’ll probably eliminate (B) as well.

You could solve for j using both statements together but you don’t really need to do the math, since they’re obviously distinct linear equations. It’s enough to note that they are sufficient together without actually figuring out that j=3.
 

What’s Wrong With That Approach?

The trouble with that approach is that (2) is in fact sufficient. Yes, if we look at Statement (2) merely as an algebraic equation and we ignore the story that gave rise to the equation, then we have an infinite number of solutions for the pair j and f. Let’s make a little function table, assigning simple integer values to f and letting those determine corresponding values for j:

 
Do you see the trap? For every value of f except f=5, j turns out to be a mixed number. The story imposed an implicit constraint, that the values for f and j be positive integers. It turns out that this constraint means that there is exactly one acceptable solution to the equation in Statement (2), and so that the answer is (B) rather than (C).
 

How Should I Solve Such a Problem?

When a DS story problem yields a system of distinct linear equations but implicitly requires that solutions be integers, the smart thing to do is to test values. Generally the numbers involved won’t be very large, so the arithmetic won’t be too daunting.

Above I stipulated a value for f and then determined a value for j. It might look as though I did this solely because I’d already rewritten Statement (2) as a function from f to j. I had another reason to start with f though: I can more easily see if a number is a multiple of 1.2 than of 0.75.

Sound mysterious? Let’s see how we’d actually check for possible integer solutions to Statement (2). First, stipulate an integer value for f, then calculate 0.75f, then subtract that product from 7.35 to see how much money is left for jelly donuts. If the money left isn’t a multiple of 1.2, don’t consider it further:

So, can we do subtler math instead of this brute force? Yes, but it would be a bad idea on the GMAT, so we’re not going to go into it.

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The chart above shows the technology capabilities of the 20 existing high schools in Grangerville.

Questions

1) If a Grangerville high school is chosen at random, the probability that it will be public high school with a dedicated computer lab is:

(A) 20%

(B) 33.3 %

(C) 40%

(D) 42.9%

(E) 44.4%

2) If a Grangerville high school with either a dedicated computer lab or a computer in every classroom is chosen, the probability that it will be a public school is:

(A) 20%

(B) 33.3 %

(C) 40%

(D) 42.9%

(E) 44.4%

3) If a Grangerville high school with a dedicated computer lab is chosen, the probability that it will be a public school is:

(A) 20%

(B) 33.3 %

(C) 40%

(D) 42.9%

(E) 44.4%

4) If a Grangerville high school with a dedicated computer lab and without a computer in every classroom is chosen, the probability that it will be a public school is:

(A) 20%

(B) 33.3 %

(C) 40%

(D) 42.9%

(E) 44.4%

5) Which of the following statements is true?

I. Independent schools constitute the high percentage of high schools in Grangerville with both a dedicated computer lab and a computer in every classroom

II. Public Schools are tied for the highest percentage of high schools of Grangerville with a dedicated computer lab.

III. Public Schools constitute the highest percentage of high schools of Grangerville with either a dedicated computer lab or a computer in every classroom.

(A) I only

(B) II only

(C) III only

(D) I and II

(E) I and III

6) If a public high school in Grangerville is chosen at random, the probability that it has a dedicated computer lab is:

(A) 16.7%

(B) 33.3%

(C) 66.7%

(D) 80%

(E) 100%

7) If a public high school in Grangerville is chosen at random, the probability that it has a computer in every classroom is:

(A) 16.7%

(B) 33.3%

(C) 66.7%

(D) 80%

(E) 100%

8 ) If a public high school in Grangerville is chosen at random, the probability that it has a dedicated computer lab and does not have a computer in every classroom is:

(A) 16.7%

(B) 33.3%

(C) 66.7%

(D) 80%

(E) 100%

9) If a parochial high school in Grangerville is chosen at random, the probability that it has a dedicated computer lab is:

(A) 16.7%

(B) 33.3%

(C) 66.7%

(D) 80%

(E) 100%

10) If a parochial high school in Grangerville is chosen at random, the probability that it has a dedicated computer lab and does not have a computer in every classroom is:

(A) 16.7%

(B) 33.3%

(C) 66.7%

(D) 80%

(E) 100%

11) If an independent high school in Grangerville is chosen at random, the probability that it has a dedicated computer lab is:

(A) 16.7%

(B) 33.3%

(C) 66.7%

(D) 80%

(E) 100%

12) If an independent high school in Grangerville is chosen at random, the probability that it has a dedicated computer lab and does not have a computer in every classroom is:

(A) 16.7%

(B) 33.3%

(C) 66.7%

(D) 80%

(E) 100%

Practice Question Answers and Explanations

(1) A; (2) D; (3) B; (4) E; (5) E; (6) B; (7) A; (8) B; (9) E; (10) D; (11) E; (12) B.

1) There are twenty school total. Of those twenty, only four are in the category “public school with a dedicated computer lab” – the four red squares in the Venn circle on the left.  4/20*100 = 20%.  Answer = A.

2) There are 14 schools in one of the two Venn circles – those are the schools either with dedicated computer labs or a computer in every classroom.  Of those schools, 6 are public: the four red squares in the left Venn circle, and the two in the right Venn circle.  6/14*100 = 42.9%.  Answer = D.

3) There are 12 in the left Venn circle (including the overlap region) – those are the schools with dedicated computer labs.  Of those, four are public schools – the four red squares in the Venn circle on the left.  4/12*100 = 33.3%.  Answer = B.

4) When the overlap region is subtracted from the left Venn circle, the resultant lune holds the high schools with a dedicated computer lab and without a computer in every classroom.  There are nine schools in this region, of which 4 are public: the four red squares in that left-most lune.  4/9*100 = 44.4% Answer = E.

5) Evaluate the statements one by one.  Statement I: Independent schools constitute the high percentage of high schools in Grangerville with both a dedicated computer lab and a computer in every classroom.  Schools with both a dedicated computer lab and a computer in every classroom are the overlap region of the two Venn circles.  There are three schools in that region, and two are independent, so independent schools constitute the majority of that region.  Statement I is true.

Statement II: Public Schools are tied for the highest percentage of high schools of Grangerville with a dedicated computer lab. The schools with a dedicated computer lab are the left Venn circle, the whole of the circle including the overlap region.  In this circle, there are 12 schools —- 5 parochial, 4 public, and 3 independent.  Therefore, parochial schools only constitute the highest percentage of that region, and public schools are a clear second.  Statement II is false.

Statement III:  Public Schools constitute the highest percentage of high schools of Grangerville with either a dedicated computer lab or a computer in every classroom.  Schools with either a dedicated computer lab or a computer in every classroom constitute the combined area of the two Venn circles.  There are 14 schools in that region —- 6 public, 5 parochial, and 3 independent.  Public schools constitute the majority of that region.  Statement III is true.

Answer = E

6) There are 12 public high schools – the 12 red squares throughout the diagram, including those at the top.  Of these, four are in the left Venn circle, which represents having a dedicated computer lab.  4/12*100 = 33.3%.  Answer = B.

7) There are 12 public high schools.  Of these, two are in the right Venn circle, which represents having a computer in every classroom.  2/12*100 = 16.7%  Answer = A.

8 ) There are 12 public high schools.  Of these, there are four in the left-most Venn lune (i.e. the left circle with the overlap subtracted).  This region represents the schools that have a dedicated computer lab and do not have a computer in every classroom.  4/12*100 = 33.3%.  Answer = B.

9) There are 5 parochial schools in the diagram – the five blue circles.  All five of these are in the left Venn circle, which represents having a dedicated computer lab.  5/5*100 = 100%.  Answer = E.

10) There are 5 parochial schools in the diagram.  Of these, four of them are in the left-most Venn lune, which represents the schools that have a dedicated computer lab and do not have a computer in every classroom.  4/5*100 = 80%.  Answer = D.

11) There are 3 independent schools in the diagram – the three green triangles.  Of these, all three are in the left Venn circle, which represents having a dedicated computer lab.  3/3*100 = 100%.  Answer = E.

12) There are 3 independent schools in the diagram.  Of these, only one is in the left-most Venn lune, which represents the schools that have a dedicated computer lab and do not have a computer in every classroom.  1/3*100 = 33.3%.  Answer = B.

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When you first encounter DI question types, you might wonder just how one possibly navigates all that information. But! By preparing early and practicing a whole lot of questions, you’ll be ready to take on whatever DI throws at you on test day.

What is GMAT Data Insights?

The Data Insights section tests your quant-based and verbal-based reasoning in five parts:

• Multi-source Reasoning (10-20% of the questions)
• Table Analysis (10-20% of the questions)
• Graphics interpretation (20-30% of the questions)
• Two-part Analysis (10-20% of the questions)
• Data Sufficiency (20-40% of the questions)

You should expect to see 20 questions in 45 minutes. Some prompt types will have multiple questions. In addition, you’ll have to answer a question before you can move on—and you can’t go back to a question once you’ve answered it.

Data Insights Question Types on the GMAT

Multi-Source Reasoning

Multi-source reasoning questions show you a split screen: on the left, you’ll have three clickable cards, each with a piece of information that will help you answer a particular question, and which you can only see one of at a time. The questions are either standard five-choice multiple choice or multiple dichotomous choice. You’ll have two answer choices (e.g. “true/false”) for each part of a three-part question.

Here are more examples of multi-source reasoning problems!

Table Analysis

Table analysis questions give you a sortable table of numbers. These are accompanied by multiple dichotomous choice questions, in which you have two answer choices (e.g. “true/false”) for each part of a three-part question.

Check out a sample table analysis problem!

Graphics Interpretation

For graphics interpretation questions, you’ll receive some visual information in the form of a chart or a graph, then questions containing two drop-down menus each. These menus will have you fill in blanks within a sentence according to the data shown in the visual.

Check out more sample graphics interpretation problems!

Two-part Analysis

Two-part analysis questions give you a large prompt, followed by a question-and-answer table. You will fill out the answers for each of two questions, which can vary; they may be partially or completely related, but they will always be interdependent.

Check out a sample two-part analysis problem!

Data Sufficiency

On the GMAT, the format of each Data Sufficiency problem is the same: you’re given a question and two statements. It’s up to you to decide whether the statements give you enough information to answer the question. You don’t need to give the answer to the actual question. You just have to decide whether either statement (or both statements) gives data that is sufficient for finding an answer—hence the term data sufficiency!

Furthermore, there are two kinds of data sufficiency questions: Yes/No and Value questions. You’ll see each type in the practice problems below.

Check out a sample Yes/No Data Sufficiency Question

Check out a sample Value Data Sufficiency Question

Strategies for Performing well on GMAT Data Insights

So how do you get through 20 complex questions in only 45 minutes? Here are a few keys to succeeding:

• Know the question formats by heart. DI questions can be—and in fact, are meant to be—overwhelming. By knowing the formats in advance, you’ll be setting yourself up for success. That’s one part of the section that won’t be overwhelming!
• Prepare yourself for strict time management. You get no partial credit for a question in DI. Furthermore, many of the 20 “questions” have multiple parts. So if you miss one part of a three-part question, you get zero points for that question. Careful prep with timed practice is key to mastering DI pacing challenges!
• Get into an executive mindset. Executive function, that is, not business executive. These skills involve things like choosing priorities, evaluating benefits and liabilities, and coming up with strategies. Practice this by reading materials like The Wall Street Journal and The Economist to read and review different types of analyses.
• Work on your visual literacy. Charts and graphs are extremely important in GMAT IR! Again, The Wall Street Journal and The Economist can be incredibly helpful here. Make sure that you work not only on breaking down the parts of a graph, but also on understanding and analyzing them in context.

A Final Note

GMAT Data Insights questions are designed to throw a lot of data at you, fast. And while a lot of test-takers will let that throw them off their game, you can ensure that you’re all set for test day by familiarizing yourself with these question types and practicing, practicing, practicing! The more used to the question types you are, the easier your test day experience will be. Good luck!

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In this video, we break down some early tips for thinking about your MBA application.

Starting your MBA application journey can be both exhilarating and daunting. With the aim of demystifying this process, we've compiled a video with eight essential tips to help you navigate the complexities and position yourself for success. Here, we distill those insights into a comprehensive guide for prospective MBA candidates.

1. Dream Realistically Big

Your personal statement is your chance to shine, to showcase your aspirations and dreams. But it's crucial to balance ambition with realism. Reflect on your experiences and achievements to gauge the scale of your dreams. Your aspirations should be a natural extension of your past successes, demonstrating potential growth rather than an implausible leap.

2. The Power of Elegance in Writing

For STEM applicants, and indeed all applicants, the quality of your writing is as crucial as your quantitative skills. Strive for writing that is lean, direct, and impactful, without unnecessary embellishments. Your narrative should be clear, concise, and compelling, ensuring your ideas resonate powerfully with the admissions committee.

3. Listen to Your Intuition

Choosing between multiple MBA offers can be overwhelming. Trust your gut instincts—they're often your subconscious synthesizing information faster than you can consciously. Consider not just the prestige of the program but where you feel you'll truly thrive, as happiness and fit are paramount for success.

4. Focus on the Future

While your past achievements are important, your personal statement should primarily be forward-looking. Describe your experiences and current activities in a way that convincingly presents your envisioned future as attainable and aligned with your identity, skills, and accomplishments.

5. Thrive, Don't Just Survive

An MBA should not be viewed merely as a stepping stone, but as a valuable phase of your life where you should thrive and find joy. The right program for you is one that not only advances your career but also enriches you personally and intellectually.

6. To Hire or Not to Hire Help

The decision to seek professional assistance for your MBA application depends on your confidence in your writing and the strength of your support network. An expert's perspective can provide valuable insights and highlight your strengths effectively, especially if you're unsure about your narrative skills.

7. Consider the ROI

Conducting a Return on Investment (ROI) analysis helps quantify the financial implications of pursuing an MBA. Consider the cost of the program against potential earnings post-graduation to understand the financial commitment and its impact on your future.

8. Plan and Reflect Early

Start preparing for your application well in advance. While focusing on standardized tests, also begin reflecting on potential essay topics. Keep a notebook for spontaneous ideas related to your personal statement, allowing your subconscious to mull over the prompts and enrich your narrative.

In conclusion, applying for an MBA is a journey that requires thoughtful reflection, strategic planning, and a deep understanding of one's goals and capabilities. By following these tips, you can craft an application that not only showcases your achievements and potential but also resonates with the ethos of your dream MBA program. Remember, the goal is not just to gain admission but to find a program where you will flourish and set the stage for a successful and fulfilling career.

For more help with your personal statement, check us out at Gurufi.com. Our personal statement editors and consultants have decades of experience helping clients get into top Masters and Ph.D. programs in STEM, humanities, fine arts, and social sciences. Our specialty is helping you craft compelling personal statements that move the needle in your admissions process! For questions, shoot us an email at service@gurufi.com. Check us out on Facebook, Twitter, and LinkedIn.

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The GMAT is widely used by graduate business schools as a part of their application process. Whether you plan to take the GMAT online or at a test center, you should start by registering for your exam.

If you're going to take the GMAT exam, stay with us. In this post, we're covering everything you need to know about GMAT registration and even more. How to register for the GMAT? What are the GMAT registration fees? Do you have to pay to reschedule your GMAT? How to register for the GMAT if you have a disability? Let's find out the answers.Outline of this article

• When can you register for the GMAT?
• Where to register for the GMAT exam?
• About the GMAT registration process
• Information you will need when registering for the GMAT
• Common Mistakes while Registering for the GMAT
• GMAT exam registration fee
• GMAT registration process for the differently-abled
• FAQ

The post GMAT Registration Guide – How to Register for the GMAT test first appeared on GMAT Club Blog.

Both in-person and at-home GMAT test dates are available to test-takers this year—and both at-home and at a test center. In this post, we’ve covered some more vital information about the GMAT test dates for 2024—read on to find out more!

Table of Contents

• GMAT Test Dates (2024-2025)
• The 3 Steps to Scheduling Your GMAT Test Date
• MBA application dates
  • Round 1
  • Round 2
  • Round 3
• When do I need to register for the GMAT?
• When should I plan on taking the GMAT?

GMAT Test Dates (2024-2025)

So just when are GMAT test dates available this year? There are a number of in-person options, but you also have a huge variety of online, at-home GMAT testing options. Meanwhile, the GMAC (test-maker) began to offer the remote GMAT in April 2020; it’s offered every day, with multiple time slots.

However, popular days and times can still fill up—the remote proctor aspect of the testing means that there are still limits to how many test-takers can sign up for the exam at a given time.

With all of these GMAT test dates to choose from, should you just throw a dart at a calendar? No! You’ll ned to be strategic about picking your test date, because you’ll need your score for whatever MBA application round you choose. We’ll talk more about this later i the post!

The 3 Steps to Scheduling Your GMAT Test Date

There are three basic steps test-takers need to complete in order to select and set GMAT dates. I’ll outline each step below in brief.

Step 1: Register for the GMAT

Before you consider GMAT test dates, the very first thing you should do is register for the GMAT. This will get you into the system so that you have the ability to look at your choices for GMAT exam dates and GMAT test centers, if you’re planing on taking the exam in person.

So how do you register for the GMAT? First, you’ll need to create an account with the Graduate Management Admissions Council (GMAC), the company that makes the GMAT exam. You can go to GMAC’s “Create Your Account” page to get started. Once that’s done, you’ll have the ability to browse and see your options for GMAT dates (and locations, if applicable).

Step 2a: Find a test center with available GMAT dates

Once you’ve registered with GMAC and have the ability to look at GMAT exam dates, the next step is to find a GMAT test center. For in-person dates, look under “Future GMAT Test Center Exams” and click “Register Now” or “Register as a Test Taker with Disabilities.” Each of these buttons will take you to options for your location.

Remember, the farther in advance you book your GMAT, the more options you’ll have for both GMAT locations and GMAT dates.

Step 2b : Pick a date for the online GMAT

Because the online GMAT is available every day, the key to picking a GMAT test date online is finding the day and time that work best for you.

To find test dates for a remote GMAT, select “Register for the GMAT Online Exam” under “Future GMAT Online Exams” on your MBA.com “My Account” page. Click on dates to see available time options.

Step 3: Schedule Your Exam

Once you know which test format you want to take and are registered to take the GMAT, you’re ready to actually select your GMAT test date. Follow the on-screen instructions within your GMAT account.

Of course, there’s a lot more to registering for the GMAT and choosing your test date than just accessing and navigating the official GMAT website. Timing is a crucial consideration too. Below, we’ll look at when to register, and how to select the GMAT test date that’s right for you.

MBA Application Dates

These timelines will help guide you as you start planning your preparation calendar and considering GMAT exam dates for the next year. These timelines are based on the most common deadlines for rounds of applications at top MBA programs. Most top schools set MBA application deadlines three times a year, in three rounds. Check with specific schools for exact deadlines for Round 1, Round 2, and Round 3. And check out this article for help figuring out which round you should apply in. As you can imagine dates for MBA application rounds have a lot of implications for GMAT dates.

MBA Applications Round 1

MBA Applications Round 2

MBA Applications Round 3

When do I need to register for the GMAT?

You can register for the test anywhere between six months to 24 hours in advance of your GMAT test date (or GMAT test dates if you are retaking the test; remember you need to allow for a 16-day window between test days!). Unlike the SAT, the GMAT is offered on an ongoing basis, but if you wait too late to register, spots may fill up and you may not get the dates/times you prefer. For complete, in-depth details about how to register for the GMAT, check out our comprehensive guide on all things related to the GMAT examination.

When should I plan on taking the GMAT?

If you’re like most typical GMAT preppers, you should start prepping 7-8 months before your application deadline, and take your test 4-5 months before you apply.

Consider your GMAT study timeline

By giving you this advice, I am assuming the following:

• You will take 3 months to study before the exam
• You will spend 15-20 hours a week studying
• You will retake the test if you are not happy with your score, and allow yourself a month or two for possible retake studies
• You will use 2 months to prepare other aspects of your application (writing essays, working with recommenders, doing research and visiting schools, soul-searching, etc.)
• You will prepare for those other non-GMAT aspects on the “home stretch” of your B-school admissions journey, in the last several weeks before your final application deadline

Consider how long it will take to receive and send your GMAT scores

So that’s 3 months of initial GMAT study, plus 1-2 months that are kept free in case you need a retake, followed by 2 months of other application activities. That should be 6-7 month GMAT/application process timeline, right? So, where did I get the 7-8 month estimate? By factoring in the amount of time it may take for your GMAT scores to arrive at the schools you’ve applied to.

Keep in mind that the GMAC says it can take up to 20 days for your test to be reported to schools. That could actually mean 21 days, depending on whether your test day scores get transmitted from the test center to GMAT central the same day you take the test or the next day. There’s also a small chance that for some reason there could be unexpected delays in the GMAC sending our scores. So, beyond GMAT exam dates, you should consider the dates of arrival for your GMAT exam report.

To be safe, you’ll want to book your GMAT date at least 21 days prior to your application deadline, so that there is ample time for your scores to be processed and sent to your school. Giving yourself a few extra days beyond the 21 can’t hurt either. So really, there’s an extra month in there. That’s why I recommend taking your GMAT 7-8 months before your deadline instead of just 6-7.

• Improve your GMAT scores with Magoosh GMAT, you can choose between a live cohorted class with an instructor (which includes all our lessons and practice questions) or access to the self-study option by itself.

Adjust the recommended GMAT application timeline to your personal needs

Of course, your mileage may vary, in terms of how much time you really need and when you should register for the GMAT. If you have more than 20 hours a week to study or have higher-than-average GMAT skills, you may need less time to prepare for your exam or a possible retake. Conversely, if you have fewer hours of spare time per week or lower baseline skills for the exam, you may need to reserve more prep time before you actually take the test.

Also, while it isn’t as common, some students get all of the soul searching, university visits, reference letter gathering and so on out of the way before they tackle the GMAT. If this sounds like you, then your GMAT prep time and GMAT exam date will take a different position in your overall timetable for admissions.

Improve your GMAT scores with Magoosh GMAT, you can choose between a live cohorted class with an instructor (which includes all our lessons and practice questions) or access to the self-study option by itself.

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