jaybird

This is from a Consulting McK & Co. case: How can you do this math quickly: solve for Y in millions (M). (You have 2 minutes) (85% * y) * 1% = 180M [(40% * 1% * y * 85%) + (.4% * y*85%) ] Please explain in detail the two minute shortcut!!! Gracious!!!

i was little stunned too. but it was mostly ego. i might retake it in November, but not until then

the first time I did them I missed b/w 4-9. I retook them two months later and missed between 0-3.

JJAY - Manhattan's math is not very representative of the real test, but that being said if you can score a 50 or higher on Manhattan, then you'll score at least 48 on the test. Manhattan's math while not representative is really time-confusing and features layered concepts. But if you have the ability to score a 50 on these tests under time conditions, GMAT math should be more a less a cinch. I was lucky to score a 47 in Manhattan and this is reflective on my actual test. Manhattan's verbal is nothing like the real thing. The SETS is all I have to say.

buddy I scored a 45 on quant. So I am not the person you want to get quant advice from. But for the record, the math sets are not representative.

I wish. I don't know what happened. But it's out of my hands now. As far as verbal sets go, must of my problems came from incorrect answers on the Sets. The others were really tough S.C. and I found the answers on Testmagic. One thing is for sure, the bold face on the Sets blow the actual gmat bold faces out of the water. I actually did the sets twice and always under timed conditions. Do the sets twice, and learn from the mistakes and I guarantee you will score at least a 42.

I think math was 78th percentile:( I have no idea what happened...but OMG right before the math was about to start I bumped into the monitor and the screen went dark. I thought I was so screwed, but luckily they got the monitor up and running before the 60 second tutorial expired!!! And yes the sets are critical. Compared to the sets, GMAT reading comprehension is a joke.

First off, thanks to the homies: ravindra (the o.g. assassin), jjay (for the motivating words), mfeaspire (for the awesome math techniques),vrider(my score twin - although you have a much better split) apple77 (for just being cool and predicting my score perfectly), hjafferi (you're gonna score a 750+), vnf(she's surgical with her math skills, and anyone else i forgot. Debrief: Profile: African American Male/Liberal Arts Major/Strategic Planning I don't want to be too long winded. Material I used for prep: Scores: Manhattan Prep 1 - 710 Manhattan II - 700 Manhattan 3 - 650 (I don't know what happened here) Manhattan 4- 710 Manhattan 5 -710 Powerprep - 740 Powerprep 750 Official GMAT for Review All the Manhattan Books (Although verbal is useless and the sentence correction book is truly overhyped...at least for native english speakers) Kaplan Math and Verbal Review Books (Excellent in my humble opinion) And the verbal sets!!!!! I cannot stress the importance of the verbal sets. I have always been particularly strong in verbal (42 and above), but imagine my suprise when I saw 4 questions straight from the sets on my test. I ended up finishing with about 20 minutes to spare. Anyway, the math is really straightforward and it is the exact same level as GMAT Prep. I was always scoring 51 on GMAT Prep but that was skewed as a I answered many of the questions on this forum. I think I really blew it on the actual test b/c I had improper time management. I believe a 47-48 is more my level. I want to retake, but my apps are due in 6 weeks so for now I just have to make due. That's pretty much it I guess, if you have any questions let me know. One piece of advice for all you newbies to testmagic: answer as many questions as possible, and no more of this IMO A or B, crap. We're supposed to be exchanging techniques not trying to build our status from "trying to make mom and dad proud" to GURU Anyway, that's my spill. You guys will definitely see much less of me on this forum, but it's been great. Feel free to ask me any questions.

Something went horribly wrong in math:rolleyes:!!!! Time to drink. I need to consider a retake, but not before first round apps are due...:mad:

good stuff, bud

Have you considered a tutor. Also, you might want to practice the sets.

hey, bud i like that approach of subtracting 1. it's less time consuming/more efficient. good stuff

Hey, bud. For purposes of GMAT, 0 is always considered even. But even if we chose not to use 0: A is still insufficient. For example: If N = 6, the (6-1)(6+1) = 5*7=35 which is not divisible by 3. Let me know if you're still confused.

Anything above 4 is good. It's true.

If 5^x - 5^(x-3) = (124)(5^y) If 5^x - 5^(x-3) = (124)(5^y), what is y in terms of x? a) x b) x-6 c) x-3 d) 2x+3 e) 2x+6 Hey bud, 5^x - 5^(x-3) is the same as A - AC. You can factor of the A, and you get A(1-C). So with our equation you can factor out 5^x. 5^x - 5^(x-3) = 5^x- 5^x(5^-3) = 5^x(1 - (1 *(5^-3)) = 5^x(1-1/125) = 5^x(124/125) So, 5^x(124/125) = 5^y(124) 5^x = 5^y(124) * (125/124) 5^x =5^y(125) or 5^x= (5^y)5^3 So, 5^x =5^(y+3) or x = y +3. So, y = x-3.

I think the manhattan tests are good practice. I'm lucky to get a 47-48 on the math and that's with guessing. As with Kaplan, the key is not to focus on your score but focus in learning the concepts in review. I've heard of people scoring 50 points higher than their manhattans and others score 50 points lower. Don't worry about your score just learn the concepts.

N is an integer, Is (N^2-1) a multiple of 3 ? 1. N is even 2. N^2= 9K^2+6K+1 Hey, bud. I would go with B. (N^2) -1 is the difference of two squares or: (N-1)(N+1) Part one says N is even. If N = 0, then the answer to our question is NO. If N=2, the answer is yes. INSUFF. Part two says:N^2= 9K^2+6K+1 or N^2 = (3K +1)(3K+1) So N = 3K +1. 3K is a multiple of 3, but 3K + 1 will never be. (I.E. 3K, and 3K + 1 are consecutive integers) The greatest common factor of two consecutive integers is 1. Therefore if 3 is a factor of 3K, it cannot be a factor of 3K +1. So, B is sufficient.

B League referees have been trained to recognize flagrant fouls and to report incidents involving such fouls. Remember, the goal is a decrease in fouls (I.E. Mandatory Suspensions) B does not address the prevention of fouls. Instead, it tells you that referees are well-trained in detecting fouls. So this means that the well-trained referees will now detect more fouls than lesser trained referees. This statement does not speak to an incentive for the players to stop fouling. It does say that referees will: report incidents involving such fouls. But there is no mention of who these fouls are reported to, or what if any are the consequences for such a report. So from Statement B, all we know is that "more" fouls will now be detected. But our goal is less fouls. So this statement alone doesn't really get us anywhere.

Two cyclists A is cycling around a track at a speed of 15 mph. B starts at the same time at a speed of 12 mph. If A and B move at the same direction and the track is 1/2 mile long, how many minutes after they start will A pass B? If they start at the same time and A is faster, A would pass 'B' immediately. This question seems worded wrong.

Awesome, bud!!! What did I tell you!!!!

Youth Hockey Officials of the Youth Hockey League and parents of players in the league have become concerned with the number of flagrant fouls occurring during league games. This past season, the number of flagrant fouls was double the number from the season before. League officials plan to reduce the number of such fouls during the coming season by implementing mandatory suspensions for players who commit flagrant fouls. A, B, and C are out of the scope. If you don't understand ask me and I will explain it to you later. I:The Goal of Officials of the Youth Hockey League and parents of players is to reduce the number of flagrant fouls. II: Their goal is to reduce the number of such fouls during the coming season by implementing mandatory suspensions for players who commit flagrant fouls. So we're left with D and E to choose from. Let's Look at D. D. A similar league suspends players for committing flagrant fouls; this league has a relatively low incidence of flagrant fouls when compared with the Youth Hockey League. Well, this is fine and dandy, but we can't be 100 percent positive that the suspensions in our Hockey League will have the same effect. Not bad, but not the best. Let's go to E. Most players in the league strive to be selected for the All-Star team, and league rules state that no player with a record of suspension shall be selected for the All-Star team. E has some strong language. Strive is a lot harder than try. When I think of strive, I think of try^2. So, if players are going to be striving to be selected, and selection is directly related to being suspended; then the hockey players well now be striving not to suspended. If most players in the league will now strive to not to be suspended, then chances are that fewer players will commit the flagrant fouls that lead to the suspension. Eis good.

classical music A recent research study of undergraduate students analyzed the effects of music on human emotions. Each of the 200 participants attended at least 1 two-hour concert of classical music per week over the course of 12 weeks of their spring semester. At the end of the experiment, all of the students filled out a questionnaire assessing their emotional state. Based on the results of the questionnaires, all of the 10 students who attended the greatest number of concerts reported lower stress levels and higher satisfaction with their lives. Also, most of the 20 students who attended the fewest number of concerts reported below-average levels of emotional comfort. Which of the following must be true based on the evidence presented above? This is a weird question. I basically used process of elimination to choose D. Then I proved. Now this might not be the best way but here's how. I: The concerts were over a 12 week period II: "Each of the 200 participants attended at least 1 two-hour concert of classical music per week" This means that there were more than than 1 classical musical concert a week. Let's just say there were 2. Now we have 24 concerts for the entire semester. III:"all of the 10 students who attended the greatest number of concerts reported lower stress levels" What this tells you is that 10 students attended more than 1 concert a week. If they attended just one more it would be 13, but I'm assuming they attended 2-4 more. Sometimes you have to assume just so long as it not a stretch. Therefore, this ten students attended 14 or more concerts. Which is D. I know, I know this question is ridiculous. But when you see these kinds of horror shows, I think it's best to think out of the box. What is the OA? A Most of the 200 participants improved their emotional state and lowered their stress levels. B During each week of the experiment, the participants spent at least 2 hours less on their academic work as a result of concert attendance. C Listening to classical music for at least 2 hours per week improves the emotional well-being of the majority of young adults. D More than 6 participants attended at least 14 concerts during the course of the experiment. E At least some of the students participated in the study in order to gain free access to classical concerts.

GMATPrep: Slope and intercepts In the XY-Coordinate plane, line l and k intersect at the point (4,3). Is the product of their slopes negative ? (1) The product of x-intercepts of lines l and k is positive. (2) The product of y-intercepts of lines l and k is negative. Hey, bud. First thing is to ignore the whole point (4,3) thing. That's just a bit of GMAT Tomfoolery and it's meaningless. let's make the equation for line L: y = mx +b let's make equation for Line K: y = tx + r From 1:The product of x-intercepts of lines l and k is positive. To find the X intercept we have to set y to zero. So: mx+b = 0 =>mx=-b=> x= -b/m. This is slope 1 tx +r =0 => tx=-r => x = -r/t. This is slope 2 So slope 1 * slope 2 is positive or: (-b/m)(-r/t) = br/rt which is stated as being positive. br and rt can both be negative or positive. Two different possibilities. Insuff. Part II: (2) The product of y-intercepts of lines l and k is negative. y = mx + b and y = tx + r. So, r * b = negative. This means that r*b is negative INSUFF Combine the two: br/mt= positive and br = negative. This means. (m*t) is also negative. m*t = the product of the slopes. C is sufficient. I missed this question the first time too.

GMATPrep: Is |x-y| > |x| + |y|? This Q might have been discussed earlier but since I'm not able to find it, I'm posting it here..... Is |x-y| > |x| + |y| ? (a) y (b) xy You've written the question wrong. I faced this a month ago. The way you've presented it, the answer is D. But the actual question should be written: Is |x-y| > |x| - |y| The correct answer is B. (a) y If x = 1 and y = 0, the answer to the question in no. If x =-1 and y =-2 the answer is yes. INSUFF (b) xy If x = -1 and y =2 the answer is yes If x = -2 and y = 1 the answer is once again yes. There is no need to test positive/zero values for x or y since xy SUFF

x+y+z If x+y+z>1, is z>1 1. z>x+y+1 2. x+y+1 x+y+z>1 z>x+y+1 so: x + y + 2z>x + y + 2 or 2z>2 so z>1 SUFF x+y+z>1 x+y+10 or -x-y>1 so x+y+z>1 -x-y>1 z>2 SUFF D is the answer