# GMAT Problem Solving Practice: The Solution

February 3, 2014 by

Did you try out Friday’s GMAT problem solving practice question? If not, give it a try before you look at the solution. Here’s a reminder:

A theater charges \$12 for seats in the orchestra and \$8 for seats in the balcony.  On a certain night, a total of 350 tickets were sold for a total cost of \$3,320.  How many more tickets were sold that night for seats in the balcony than for seats in the orchestra?

• (A) 90
• (B) 110
• (C) 120
• (D) 130
• (E) 220

The first step in this problem is to translate the word problem into math.  You can write two equations based on the information in the question stem.  Call the balcony seats B and the orchestra seats R (avoid using the letter O as a variable because it looks like the number 0.) Now, you can write one equation based on the number … Read full post

# GMAT Problem Solving Practice

January 31, 2014 by

It’s time again for some GMAT practice. Hey, I know you’re gearing up for a weekend of football and snacks, but why not set aside a few minutes to try this practice problem before you put on your beer hat? Here, I’ll even give you some hints to help you out…

When you encounter a word problem that you need to solve algebraically, write out your equations first, then solve.  Then, when you get the solution, make sure that you are answering the question being asked.

#### GMAT Problem Solving Practice

A theater charges \$12 for seats in the orchestra and \$8 for seats in the balcony.  On a certain night, a total of 350 tickets were sold for a total cost of \$3,320.  How many more tickets were sold that night for seats in the balcony than for seats in the orchestra?

• (A) 90
• (B) 110
• (C) 120
• (D) 130

# Problem Dissection: GMAT Combinations and Permutations Part 1

June 18, 2013 by

Welcome back. As I mentioned before, each week we are going to feature a problem breakdown here on the blog. Last week we dove into probability. We’ll revisit that topic in the weeks to come. This week we are going to start moving into combinations and permutations. These can be some of the toughest problems on the test. However, since I can feel your pain on this topic, we are going to start slow. Instead of diving in, we’ll start by getting our big toe wet first, or maybe our little toe. For those who are at an advanced level on this topic, check back in a few weeks. We’ll be up to speed and breaking down some tough GMAT problems. For now, let’s use a problem to get a feel for how we handle these things.

Problem:

Kim has four trophies, which she wishes to display in a … Read full post

# GMAT Verbal: The Distributive Property of Grammar

August 27, 2012 by

One of the most important techniques to solving algebra problems, on the GMAT quantitative section or otherwise, is factoring. This technique, taking advantage of the “distributive property” of multiplication, lets you pull a common factor outside of a sum of terms, or to distribute it across those terms. In other words:

2x + 2y + 2z ↔ 2(x + y + z)

But did you know that the distributive property applies to grammar?

Well, not literally. But for quant experts confused by Parallelism in Sentence Correction, it can be helpful to imagine it as a distribution problem. When a sentence has a list of items, auxiliary verbs such as the “had” in “had been,” and prepositions such as “by” and “in,” can be “distributed” or “factored” across the list.

…by name, by date, or by subject ↔ …by (name, date, or subject)

# GMAT Coordinate Geometry

August 1, 2012 by

The key to many GMAT coordinate geometry questions is to remember that coordinate geometry is just another way of expressing the possible solutions to a two variable equation.  Each point on the line in a coordinate plane corresponds to a solution for the equation of that line.

The base equation for a line is y = mx + b, where b is the y intercept, or the point at which the line crosses the y-axis, and m is the slope, or the steepness of the line.  More specifically, the slope of a line is the change in the y coordinates divided by the change in the x coordinates between any two points on the line.

While understanding the basic format for an equation of a line can be very useful on the GMAT quantitative section, you will encounter GMAT problems in which it is faster and easier to think … Read full post

# Three GMAT Challenges

July 25, 2012 by

Piecing together the time to study for the GMAT can be challenging.  In today’s blog, I’m going to talk about three students (whose names I’m changing to protect their identities).  Each had a major obstacle to studying, and each overcame it in a different way. I hope these students’ examples can help some of you reach your GMAT and MBA goals.

Case Study 1: Vincent, the Entrepreneur

The Challenge: Vincent was a busy man when I was tutoring him. His schedule was very flexible—his main source of income was a business that he started and ran himself—but he was distracted at all hours by emails and phone calls related to his work.

The Solution: Vincent needed a time and place where he could study in peace.

Because of his flexible work schedule, it was easier for Vincent to find time than it is for some other students. He … Read full post

# GMAT Quantitative: Two Types of Mixture Problems

July 19, 2012 by

Mixture problems show up frequently on the quantitative section of the GMAT and fall into two basic categories.  As each type of mixture question will be approached in fairly different ways, it is important that you know the difference between them.

First, there are mixture problems that ask you to alter the proportions of a single mixture.  These questions could, for example, tell you that you have a 200 liter mixture that is 90% water and 10% bleach and ask how much water you would need to add to make it 5% bleach.  The key in this type of question is the part of the mixture that is constant – in this case the bleach.  While we are adding water, the amount of bleach stays the same.  First, determine how much bleach we have.  10% of 200 is 20 liters.  Next, we know we want those 20 liters to equal … Read full post

# Translation on the GMAT

April 21, 2012 by

One of the big GMAT skills that is often overlooked by students is translation.  Any time you decide approach a word problem using algebra, you will need to translate the English in the question stem into an algebraic equation.  While this seems as if it would usually be fairly straightforward, the GMAT will often find ways to make it more difficult.  A translation error will often lead to a trap answer, so it is essential that you learn how to translate difficult statements before test day.

To understand why translation can be more difficult than it seems, think about translating a foreign language.  If you only need to translate one word, you can usually just find the equivalent word in English.  Similarly, if a GMAT problem uses the phrase “more than” you know that it must translate to addition.

However, when you try to translate an entire sentence from … Read full post

# Absolute Value on the GMAT

April 19, 2012 by

Most students learn that absolute value is the positive version of a number.  Thus, the absolute value of 7 is 7 and the absolute value of -7 is also 7.  While these absolute values are correct, many GMAT problems will be more straightforward if you learn the true definition of absolute value, which is the distance a number is from zero on a number line.  Thus, the absolute values of 7 and -7 are 7 because both numbers are 7 away from zero on a number line.

To understand how absolute value works, imagine you live in a house right in the middle of a block.  The street has 5 houses to the left of your house and 5 houses to the right of your house.  Whether you walk two houses to the left or two houses to the right you will be 2 houses away from your home.  Now, … Read full post

# Abstract variables on the GMAT

April 9, 2012 by

Recently, I took a trip to the Metropolitan Museum of Art in New York.  As I perused the galleries, I noticed that not all of the painting were equally easy to understand.  In the works by Da Vinci, that were made to look realistic, I could clearly tell what was depicted.  The Monet’s were a bit tougher, but with the explanation provided by the museum, I could clearly see the subject.  At the Picasso’s the subject was a bit harder to find, even with the explanations.  Finally, I came across the Pollock’s, which required me to depend entirely on the explanation to understand what was happening on the canvas.

In art, I realized, just as is the case on the GMAT, the more abstract the presentation of a concept is, the harder it is to understand.  Luckily, the curator at the museum had written blurbs for each painting – blurbs … Read full post

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