The post Roomie Etiquette 101: How to Establish Respect and Friendship With Your New Housemate appeared first on Veritas Prep Blog.

]]>The roomie has arrived.

You exit your bedroom for the official meet and greet. You’re excited. The start of a beautiful friendship! As you begin this new journey in a shared living space, you’ll want to keep a few things in mind to ensure your roommate feels appreciated and respected. Here are just a few…

** RESPECT.** You’re used to dumping dirty dishes into the sink and watching your little brother rinse them before loading the dishwasher. College life is quite different. Sure, dump the dishes, but have common courtesy for your new housemate and hand wash them before bed. It may take an extra ten minutes, but you, and your roomie, will be happy to wake up to an empty sink and clean smell in the kitchen. This applies to all common areas like the living room (take your belongings back to your room – no one wants a sweatshirt graveyard!), as well as the bathroom. Try not to dominate this intimate shared space with multiple hair and body products. Keep a few things in the shower, but store excessive items in your room.

** CONNECT.** It is not always going to be easy, but if you find yourself looking to your roomie for companionship, be honest and transparent. Living together often ends in naturally finding out a lot about the person. To start off on the right foot, ask your new housemate questions about their interests and passions. You can offer your own stories of family, friends, or girlfriend/boyfriend experiences. Storytelling is valuable when it comes to relating to one another. You are bound to find common ground and connecting in this way can solidify your friendship early on.

** ACTIVITIES.** Try to find an activity on campus to help create a bond that can carry over to your living space. It is helpful to find something that will give you and your roommate an opportunity to shine. Are you creative? Attend the Fall Arts display that demonstrates new artists. Is your roomie an avid snowboarder? Ask if he/she would want to join the on campus ski/board club … and if they would be open to teaching you! Selecting a few common activities helps keep the roommate relationship strong throughout the academic year.

Living with a stranger can be hard. But if you connect and show respect, you’ll find ease in co-habitating with your roommate and perhaps even find a lifelong friend.

*Do you have questions about college admissions or your application? Visit our **College Admissions** website and fill out our **FREE College profile evaluation**! *

*By Shay Davis*

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]]>The post Manipulating Standard Formulas on the GMAT appeared first on Veritas Prep Blog.

]]>So the sum of first four positive integers is 4 * (4 + 1)/2 = 10.

This might seem a bit cumbersome, since it is easy to see that 1 + 2 + 3 + 4 = 10, but we know that the formula comes in very handy when n is a large number. For example, the sum of first 50 positive integers = 50 * 51/2 = 1275. Obviously, this will be a lot harder when done the “1 + 2 + 3 + 4 … + 49 + 50” way.

Now the question is, how do we adjust the same formula to find the sum of consecutive integers which do not start from 1?

Say, how do we find the sum of all positive integers from 8 to 20? The formula assumes a starting point of 1, so then we insert only the last number, n. How do we manage the 8? Let’s try to figure it out

Say the sum of first 20 positive integers = 1 + 2 + 3 + 4 + …. + 19 + 20 = 20 * 21/2

(1 + 2 + 3 +… + 7) + *(8 + 9 +10 + … + 19 + 20)** *= 20 * 21/2

We need the value of the part in red, let’s call it the required sum.

(1 + 2 + 3 +… + 7) + *The* *Required Sum** *= 20 * 21/2

Note here that we know the sum of 1 + 2 + 3 + … + 7 = 7 * 8/2

So, 7*8/2 + *The **Required Sum** *= 20 * 21/2, therefore the Required Sum = 20*21/2 – 7*8/2

To get the sum of consecutive integers from 8 to 20, we find the sum of all integers from 1 to 20 (using the formula we know) and subtract the sum of integers from 1 to 7 out of it (using the same formula).

To generalize, the sum of all positive integers from m to n is given as:

**n(n+1)/2 – (m-1)*m/2**

Let’s look at a question based on this concept:

*If the sum of the consecutive integers from –40 to n inclusive is 356, what is the value of n?*

*(A) 47*

*(B) 48*

*(C) 49*

*(D) 50*

*(E) 51*

If you are thinking that we haven’t gone over how to adjust the formula for negative numbers, you are right, but what we have discussed is enough to solve this question.

Numbers around 0 are symmetrical. So 1 and -1 add up to equal 0. Similarly, 2 and -2 add up to equal 0, and so on…

-40, -39 … 0 … 39, 40, 41, 42, 43, 44, 45 …

The sum of all numbers from -40 to 40 will be 0. Or another way to look at it is that 0 is the mean of all numbers from -40 to 40. So the total sum of these numbers will also be 0.

The given sum is actually the sum of numbers from 41 to n only.

We know how to calculate that:

n(n+1)/2 – 40*41/2 = 356

n(n+1) = 2352

From the options, we see that n cannot be 49 or 50 because the product of 49*50 or 50*51 will end in 0, so plug in n = 48 to check whether 48*49 is equal to 2352. It is, therefore our answer is B

(Had we obtained a lower product than required, we could have said that n must be 51. Had we obtained a higher product than was required, we could have said that n is 47.)

Another method:

Use the concept of arithmetic mean and ballpark. The mean of numbers from 41 to 47 or 48 or 49… will be somewhere between 44 and 46.

Let’s estimate the number of integers we need to get the sum of about 356. Each additional integer is quite large (more than 45) therefore, a difference of about 10-15 in the sum due to the various possible values of the mean will be immaterial.

45*7 = 315

45*8 = 360

This brings us very close to the value of 356.

Assuming there are 8 integers, their values will be from 41 to 48. The average of these 8 numbers will be 44.5. The total sum will be 44.5 * 8 = 356. It matches, so our answer is still B.

Getting ready to take the GMAT? We have free online GMAT seminars running all the time. And, be sure to find us on Facebook, YouTube and Google+, and follow us on Twitter!

*Karishma, a Computer Engineer with a keen interest in alternative Mathematical approaches, has mentored students in the continents of Asia, Europe and North America. She teaches the **GMAT** for Veritas Prep and regularly participates in content development projects such as this blog!*

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]]>The post Tackling the Tricky “Best Answer”: 3 Steps to Succeed on the ACT Reading appeared first on Veritas Prep Blog.

]]>Obviously, in literature classes, there really are no “best answers” for interpreting subjective art, poetry, and prose. But as far as the ACT Reading is concerned, here’s a simple formula for determining the correct multiple choice:

** 1. Identify which is wordier: the question or the possible answers?**

If the question is longer, jump to 2A. If the possible answers are longer, jump to 2B.

**2A. Simplify the question.**

*This sample question is excerpted from Passage 5.B of the ACT’s Sample Reading Questions. The original passage can be found **here**. Try it out for practice!

Distill the original question into its most significant question words. In this example, the question is very specific about the *comparison.* In this example, the correct answer will very specifically relate the narrator’s expectations to reality— be wary of options that open with the wrong claim, such as “similar,” but follow-up with a soundproof justification for why the expectations are dissimilar from reality.

**2B. Simplify the multiple choice**.

*This sample question is excerpted from Passage 5.A of the ACT’s Sample Reading Questions. The original passage can be found **here**. Try it out for practice!

Before reading too deeply into the nuances of A, B, C, and D, break them down into their core essences (ideally 4-8 words). Using the example above, which best describes the transition? A description to a reflection? Or an overview to an explanation? The “best answer” will usually be the most apt summary of a passage, even in the simplest of terms.

**3. Check your work**

Confirm that all parts of the multiple choice selection are accurate. For instance, using the example question provided for 2B: If A, “a description of events,” was the best general summary, read the whole of option A to verify its accuracy.

If “a description of events leading up to sudden action by the narrator to a reflection on the intentions and meanings behind that action” is __100% correct__, great! Bubble it in on the answer sheet.

If it’s not— in this case, the passage might not reflect on the meaning behind an action— __don’t bubble it in__. **An answer must be 100% correct to be the “best answer.” **If any part of a multiple choice selection is fallible, the whole thing is wrong. (One bad apple spoils the bunch.)

Just try again with another simplified summary!

*For more tips on acing the ACT and getting into the most competitive universities in the nation, check out our free online ACT resources, and be sure to **find us on Facebook, YouTube** and **Google+**, and **follow us on Twitter**!*

*Madeline Ewbank is an undergraduate at Northwestern University in Evanston, IL, where she produces student films, interns for the Department of State, and teaches ACT 36 courses. She is excited to help students achieve their college aspirations as a member of the Veritas Prep team. *

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]]>The post GMAT Tip of the Week: What To Do When The GMAT Gets All Netflix On You appeared first on Veritas Prep Blog.

]]>But now picture this: that same friend asks, instead, “Do you want to get a pepperoni, mushroom and olive pizza with white sauce on thin crust from Domino’s and watch a Critically-Acclaimed Inspiring Underdog movie on Neflix after work?”. That’s strange, right? And why is that? Because it’s so specific.

Well, on the GMAT you’ll often see questions that ask for something oddly specific; “What is the value of x?” is pretty normal, but “What is the value of 6x – y?” is the equivalent of the specific pizza and odd Netflix category question. Why did they ask that? Often that’s a clue, and if you notice that clue it will help you better set up the problem. Consider this example:

Reflect on what this question is asking about. Not x. Not y. But to paraphrase Netflix, “a partially coefficiented combination of additive variables with a strong horizontal lead.” 6x – y. That’s oddly specific, so your first inclination should be, “Is there an easy way to get 6x – y?” as opposed to, “Let’s start solving for x” (which of course you can’t do here…that’s why E is a trap answer choice).

With that in mind, even if you’ve forgotten (or temporarily blanked on) some exponent rules, you should immediately be thinking, “I have 2x – how does that become 6x,” and, “Where does the subtraction come from?”.

The 6x, of course, comes from breaking 27 down into 3^3, so that you have (3^3)^2x, which then becomes 3^6x. And then with that, you have a fraction:

And that’s where the subtraction comes from. When you divide two exponents of the same base, you subtract the exponents, so now you have your 6x – y ready to go. Of course, from there, you need to get a base of 3 on the other side of the equation, so you can express 81 as 3^4, and now you know that 6x – y = 4, answer choice B.

Most importantly here, when the GMAT asks you an oddly-specific question in the vein of the oddly-specific Netflix category, you should seize on that specificity. Very frequently on the GMAT, it’s easier to solve for that oddly-specific combination of variables than it is to solve for any of the individual variables themselves!

On Problem Solving questions this can save you plenty of time, taking that extra few seconds to ask yourself how you’d arrive at that specific combination. On Data Sufficiency, this practice can be even more a matter of correct or incorrect. Data Sufficiency problems often give you sufficient information to arrive at the oddly-specific combination from the question stem, but insufficient information to determine any of the individual components. Imagine this problem as a Data Sufficiency problem:

Here, as you know from above, Statement 1 is sufficient, but if you go into the problem trying to solve for the variables individually, you’ll likely think that you need Statement 2 so that you can plug the value of y back into Statement 1 to supply the value of x. That way you’ll have the entire picture filled in: x = 1, y = 2, and 6x – y = 4.

But you don’t NEED Statement 2, so on a question like this the GMAT will punish you for not seeing that Statement 1 alone is sufficient. And it’s only sufficient because of that oddly-specific question stem. Check out this follow-up question (with a similar setup, but variables changed to a and b since the actual numbers will change):

Here you cannot use Statement 1 to get directly to the oddly-specific question stem. You can get to 4a – b = 4, but that doesn’t tell you about 6a – b. So here, the answer is C because you need Statement 2 so that you can solve for each variable individually.

More often than not, when the GMAT asks for an oddly-specific combination of variables it provides a way to arrive at it. So pay attention to the question itself: if it’s asking for something out of the ordinary or oddly specific, see that as a thinly-veiled clue that allows you to be the Confident GMAT Problem Solver With Excellent Think Like The Testmaker Skills En Route To A 700+ that you know you can be.

*Getting ready to take the GMAT? We have free online GMAT seminars running all the time. And, be sure to find us on Facebook, YouTube and Google+, and follow us on Twitter!*

*By Brian Galvin.*

The post GMAT Tip of the Week: What To Do When The GMAT Gets All Netflix On You appeared first on Veritas Prep Blog.

]]>The post Harvard Business School Launches Virtual Classroom in a TV Studio appeared first on Veritas Prep Blog.

]]>Nitin Nohria, the Dean of Harvard Business School noted, “HBX Live will help us deliver on our promise of lifelong learning by giving us a new way to engage students and alumni—not just here in Boston, but around the globe—as their professional and educational needs evolve over the course of their careers.”

So what is it exactly? Well it all starts with the Live Studio located at a public broadcaster close to Boston. In the studio a “high-resolution video wall mimics the amphitheater-style seating of an HBS classroom, with up to 60 participants displayed on individual screens simultaneously.” Classes use still and roaming cameras to give students the feel of being in a real life classroom where they can look at the professor and other students with ease.

So far 20 professors have taught a class in the studio and 96% of alumni who took part in the first session said they were eager to participate in it again.

Historically, online classes have had a negative connotation, especially because they are most closely associated with programs that are purely online. Online programs have come under tremendous scrutiny from not only students and educators, but regulatory bodies, government departments and even Congress. Their effectiveness is questionable and their future is very much in doubt. However, HBX Live is obviously something different and as technology improves and the way in which students learn evolves, this can be a really valuable tool in a school’s tool kit.

How and why will HBX Live be a valuable tool? Imagine how much easier schools will be able to reach students and alumni. Whether you are in Boston or Beijing, you can get the same experience as someone sitting in a classroom. Giving students an opportunity to still attend class while away on study abroad or working at an internship will create more learning opportunities for students.

How helpful would it be for a student on an internship across the world to dial in for a class in the evening and put into practice what they learned the very next day? Putting together custom programs for alumni will become easier and more engaging, helping schools provide enhanced services to their alumni and giving alumni a reason to stay in touch with the school.

So will the HBX Live studio be the new way of teaching in business school, or just a neat trick for niche classes or one-off events? We’re not sure, but you should probably leave the Cheetos alone in either case.

Applying to business school? Call us at 1-800-925-7737 and speak with an **MBA admissions** expert today, or click here to take our Free MBA Admissions Profile Evaluation! As always, be sure to find us on**Facebook**, **YouTube** and **Google+**, and follow us on **Twitter**.

By Michael Trudeau, an MBA admissions consultant for Veritas Prep.

The post Harvard Business School Launches Virtual Classroom in a TV Studio appeared first on Veritas Prep Blog.

]]>The post 4 Easy Ways to Develop Relationships with Your Professors appeared first on Veritas Prep Blog.

]]>**1. Connect with a professor you actually respect.**

Ideally, the professors that you end up forging a connection with will be renowned in their field, but if professors really rub you the wrong way, it will be extremely difficult to maintain any kind of meaningful relationship with them. It is likely that all the faculty in your program are pretty good at what they do, so allow the natural compatibility that helps all relationships form to act in the realm of professor-students relationships as well.

**2. Connect with a professor whose field of study interests you.**

One of the best resources that professors can offer beyond advice and letters of recommendation is an opportunity to connect you to work in their field, either by employing you directly or connecting you with others in the field who may need interns or employees. For this reason it is extremely important to connect with professors whose work you find interesting. Having access as an undergraduate to someone who is knowledgeable and passionate about a field of study is extremely helpful, especially for those interested in a field that could involve undergraduate research, as it creates a built in mentor who you can aid in research and who can help you in doing your own independent investigations.

**3. Don’t just go to office hours if you have a question about class materials (though definitely go to office hours if you have questions about class materials).**

Office hours are built into a professor’s schedule so that students can have access to the faculty one on one. Utilize this time! Certainly go if you’d like clarification on a topic from the lecture, but also just go and chat! Ask the professor about their research, ask what is hard and what is rewarding about their field, ask what advice they would give themselves at your age. People love to talk about themselves, so this will not be an inconvenience. This is also a great opportunity to talk about your own personal goals and ask for advice on how to achieve them. These conversations not only demonstrate that you are passionate enough to make time to talk, but will also give the professor things to chat about should you need to ask them for a letter of recommendation.

**4. Follow up.**

In general, this little networking trick is a great way to stay present in a person’s experience. If you have a good conversation with a professor, or you enjoyed their class, or you are just feeling a bit sycophantic, send your professor an email. Sending something short and kind, even something as short as, “Thanks for making the time to chat with me today. I really appreciated your insights” can go a long way toward starting a relationship with a professor. Don’t be afraid to follow up, as long as you aren’t asking for anything specific, most people are happy to receive kind follow up emails. A nice follow up can also help to establish a correspondence which can be useful should you actually need something like a recommendation or advice on where to apply for a job.

These are all pretty straight forward techniques, but don’t be afraid to use them. Professors are paid, often quite generously, to be available to students. So ask for help, ask for guidance, and make yourself known. It will be extremely beneficial down the line and will make the time when you need advice, recommendations, or referrals much easier.

*Need help prepping your college application? Visit our **College Admissions** website and fill out our **FREE College profile evaluation**! *

*David Greenslade** is a Veritas Prep SAT instructor based in New York. His passion for education began while tutoring students in underrepresented areas during his time at the University of North Carolina. After receiving a degree in Biology, he studied language in China and then moved to New York where he teaches SAT prep and participates in improv comedy. Read more of his articles **here**, including **How I Scored in the 99th Percentile** and **How to Effectively Study for the SAT**.*

The post 4 Easy Ways to Develop Relationships with Your Professors appeared first on Veritas Prep Blog.

]]>The post Read the Last Piece First on the GMAT! appeared first on Veritas Prep Blog.

]]>However, when it comes to the GMAT, I am quite content to ruin the suspense of a question in favor of deriving a more convenient and efficient means of solving it. Interestingly, it turns out that when a question offers multiple bits of information, starting with the last piece can often be a way of dramatically simplifying the problem.

Take the following problem that a tutoring student of mine encountered on her GMATPrep test:

*Mary’s income is 60 percent more than Tim’s income, and Tim’s income is 40% less than Juan’s income. What percent of Juan’s income is Mary’s income?*

*A) **124%*

*B) **120%*

*C) **96%*

*D) **80%*

*E) **64%*

She approached the question like many test-takers would: she started with the first piece of information, and called Mary’s income $100. And then she got stuck. She realized that Tim’s income isn’t $40 here, as $100 is more than double $40, so clearly Mary’s income would not then be 60% greater than Tim’s (though Tim’s would have been 60% *less* than Mary’s.) So then, I suggested, why not start at the end?

The last person mentioned here is Juan, so let’s call Juan’s income $100. She then knocked out the remaining calculations in about 30 seconds. If Juan’s income is $100, and Tim’s income is 40% less than Juan’s, than Tim’s income would be $60. And if Tim’s income is $60, and Mary’s income is 60% more than Tim’s, Mary’s income would be 60 + 60% of 60 = 60 + 36 = 96. (Or 1.6 * 60 = 96.) If Mary’s income is $96 and Juan’s is $100, then clearly, Mary’s income is 96% of Juan’s, and the answer is C. Not bad.

Let’s try it again on another question:

*In a certain region, the number of children who have been vaccinated against rubella is twice the number who have been vaccinated against mumps. The number who have been vaccinated against both is twice the number who have been vaccinated only against mumps. If 5000 have been vaccinated against both, how many have been vaccinated only against rubella?*

*A) **2500*

*B) **7500*

*C) **10000*

*D) **15000*

*E) **17500*

First, note that this is a classic overlapping sets questions, so let’s set up a simple matrix:

But now, let’s start by inserting the last piece of information we’re given. 5000 have been vaccinated against both, so that goes in the Mumps/Rubella Vaccine cell. Now we’ve got:

Next, we’ll work backwards. We’re told that the number that have been vaccinated against both (5000) is twice the number that have been vaccinated against only mumps. So the number that have been vaccinated against only mumps must be 2500. Now our table looks like this:

Now we know that 7500 people have been vaccinated against Mumps. Last, we’re told that the number vaccinated against Rubella is twice the number that have been vaccinated against Mumps, which means that 15,000 people have been vaccinated against Rubella. If 15,000 total have been vaccinated against Rubella, and 5000 of those have been vaccinated against both, then, according to our table, 10,000 have been vaccinated against only Rubella. So C is our answer.

Takeaway: The GMAT question writer is going to provide information to you in a very strategic way. If the most useful piece of info comes at the end of a lengthier question, the question will be harder if you start at the beginning. So be like my zany grad school teacher and start at the end. It may ruin the suspense, but as a consolation, you’re more likely to get the question right, and I’m guessing that’s a trade-off most of us are more than happy to make.

*GMATPrep questions courtesy of the Graduate Management Admissions Council.

Plan on taking the GMAT soon? We have GMAT prep courses starting all the time. And, be sure to find us on Facebook, YouTube and Google+, and follow us on Twitter!

*By David Goldstein, a Veritas Prep GMAT instructor based in Boston. You can find more articles by him here.*

The post Read the Last Piece First on the GMAT! appeared first on Veritas Prep Blog.

]]>The post Advice for Determined Re-applicants: Part 2 appeared first on Veritas Prep Blog.

]]>Before you dive in, take a look at Part 1 of this post!

If you have decided to give it another attempt at a school where you were rejected, one of the most valuable things you can seek is feedback on why you didn’t make the cut last time. Some schools will actually provide this information if you ask for it, so don’t be shy about reaching out to them.

If you are applying to a school in the top 10, you may not be able to get specifics from the admissions teams on why you didn’t get in, due simply to the number of applications they receive, but you can still seek this information from outside sources by confiding in a colleague or contact who has their MBA or perhaps some insight into the process.

At the very least, you should sit down with your application and try as objectively as possible to see where you may have come up short. If you have trouble finding such shortcomings, it may simply be the case that there were too many applicants similar to you in the pool last year, and the resulting mathematical odds did not go your way.

Assessing your weaknesses is critical to a reapplication, since you may find favor with the same admissions committee that rejected you in the past if you can somehow inoculate the concern. Of course there are the obvious weaknesses such as a sub-par GMAT score or low GPA, or perhaps you went to a low-ranked state college (nothing you can do about that now of course except to maybe take a course or two at a better school).

The tricky part comes in the more subtle components of the application. Perhaps your career vision was not clearly connected to what you did in your past, or maybe you failed to convey a passionate, compelling case for why you need the MBA.

Often, it comes down to a failure of message. It could be that the overall picture you painted was not articulated in a way that captured the attention of the committee. How was your fit with your target programs? Was there something in your application that communicated a poor match with their culture or curriculum? These are the questions that can truly drive you crazy, since it’s largely guesswork, but they are vital to consider.

Once you have some clear thoughts on why you didn’t get in, you can then formulate a fresh approach to your current application. Don’t forget that of primary concern to the admissions committees will be what you have accomplished since the last application that now makes you a better candidate. If you can clearly articulate such achievements, you will give the admissions committees a compelling reason to let you in this year.

Applying to business school? Call us at 1-800-925-7737 and speak with an **MBA admissions** expert today, or click here to take our Free MBA Admissions Profile Evaluation! As always, be sure to find us on**Facebook**, **YouTube** and **Google+**, and follow us on **Twitter**.

*Bryant Michaels has over 25 years of professional post undergraduate experience in the entertainment industry as well as on Wall Street with Goldman Sachs. He served on the admissions committee at the Fuqua School of Business where he received his MBA and now works part time in retirement for a top tier business school. He has been consulting with Veritas Prep clients for the past six admissions seasons. See more of his articles here.*

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]]>The post SAT Tip of the Week: Math Traps appeared first on Veritas Prep Blog.

]]>

The question seems simple enough. If the can is eight inches tall, then four of the pencils cannot fit entirely inside the can. You circle D and move on, since you only have a few minutes left to answer the last two questions.

Unfortunately, if you choose D as the answer, you’d have missed one and a quarter points, which is enough to knock you out of the percentile you may have been aiming for. Newsflash: this seemingly simple math problem is a trick question! But before you groan and say to yourself, “How am I supposed to know when an SAT math question is just plain easy and when it’s a trap?”, heed this simple rule of thumb: on the SAT, trick questions tend to appear near the end of the section, say about the last 5-6 problems.

So, although you may be able to do math questions at the beginning of the section in less than thirty seconds, if you do a problem at the end of the section easily and in little time, chances are you fell for a trap! In fact, if a problem at the end of the section seems strangely easy, an alarm bell should go off in your head.

Be sure to always pause and consider the question carefully, instead of circling the first plausible answer. Also, be sure to always give yourself extra time for the end of the section, since you’ll need to spend a couple of minutes on the tricky problems to avoid traps. Let’s take another look at that problem.

One great way to deal with geometry-based questions at the end of the math section is to draw on the provided diagrams as you think your way through the problem. In other words, thinking visually. Doing will help you consider possible solutions you may otherwise overlook, such as in our tricky problem. So, let’s start by “drawing” the nine inch pencil in the tin can:

Clearly, the pencil sticks out of the can. But, seeing the pencil sticking nearly straight up from inside the can gives me a new idea: What if the pencil were tilted? Couldn’t a pencil longer than eight inches fit inside the can? And if so, what would be the longest possible length of a titled pencil that could fit entirely inside the can?

To get a better grasp of this idea, I would draw the longest possible tilted line that fit inside the can, meaning a line starting in a bottom corner of the can, and stretching to the top corner, like so:

As you can see, the line that represents the longest possible length of a pencil that fits entirely inside the can is also the hypotenuse of a right triangle with side lengths of 6 inches and 8 inches. Because I can identify the side lengths of this triangle as multiples of the lengths of a 3-4-5 triangle, I know the hypotenuse is 10 inches, meaning that any pencils less than or equal to 10 inches long can fit inside the can. Therefore, my answer is B, only two of the pencils cannot fit entirely inside of the can.

The more tricky math questions you practice working through, the better you will become at spotting traps and using strategies like drawing on the figures. Consider signing up for the SAT question of the day to keep sharpening your skills!

Still need to take the SAT? We run a **free online SAT prep seminar** every few weeks. And, be sure to find us on **Facebook**, **YouTube** and **Google+**, and follow us on **Twitter**!

By *Rita Pearson, an 99th percentile SAT instructor for Veritas Prep.*

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]]>The post The University of Rochester (Simon) Drops Price: What this Means for You appeared first on Veritas Prep Blog.

]]>From the perspective of someone who has helped dozens of students with the application process over the last few years (and being a budget conscious consumer in their own right), it is actually very encouraging to see this since it will probably help students be much more realistic in their school choice, and raise their probabilities of being accepted to good, cost-effective programs.

Secondly, the ROI of a student’ s MBA program investment has a lot of variability based on things like the job market in two or more years, the chosen field the student goes into and also what a student should expect to make ten or more years after graduation.

The downside of a budget first approach is that students could turn down great opportunities at amazing schools because they are looking to save a few thousand dollars on the program cost. This, at the end of the day, will not move the needle on your ROI calculation as significantly as budget conscious students might be hoping for.

Schools that are typically ranked outside of the top ten are trying to take advantage of these budget-conscious students by offering more competitive scholarships, and in the case of the University of Rochester’s Simon Business School, actually dropping the cost of tuition. They plan to reduce tuition and fees from about $106,500 to $92,000 for the entire 2-year MBA program.

According to Andrew Ainslie, Dean of the school, there is a correlation between the ranking of a business school and its price. “The higher rank the school, is the higher the price. And the lower ranked the school is, the lower the price.” It seems Rochester felt they had to get their costs more in line with their peer schools instead of raising their tuition 3-5% as they have the last few years.

The good news is there is now an industry-wide discussion about the constant increase in pricing of MBA programs and if it will have a significant impact on demand. To see MBA costs significantly outpacing inflation doesn’t make a lot of sense. It’s certainly refreshing to see a school actually look at the cost of the program and find a way to lower costs than to raise them. Andrew Ainslie added, “Industry really wants us to keep producing M.B.A. students, but we seem to be getting less and less interest from potential students.” Perhaps this will help make students more aware of the school and increase applications.

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By Michael Trudeau, an MBA admissions consultant for Veritas Prep.

The post The University of Rochester (Simon) Drops Price: What this Means for You appeared first on Veritas Prep Blog.

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