The post Average Princeton SAT Scores appeared first on Veritas Prep Blog.

]]>**The Average SAT Score at Princeton**

When looking at students accepted to Princeton, average SAT scores range around 2250 for the old version of the SAT (the average score for the new version of the SAT will probably be around 1520 – the school has yet to disclose this). This score places a student in the 99th percentile of test-takers. Again, this score is based on the scoring system for the current SAT – the highest possible score that a student can earn on the current version of the SAT is 1600.

**How to Achieve an Impressive SAT Score**

When it comes to gaining admission to Princeton, SAT scores can carry weight with admissions officers. While there’s no official cutoff, a strong score can do nothing but help a strong application overall. Fortunately, there are several things students can do to prep for the test and earn an impressive score. One of the most valuable resources a student has is a practice test. A student can pinpoint which subjects they need to work on by examining the results of a practice test. This is an effective way for students to achieve the score they need to feel confident about applying to Princeton. Average SAT scores for Princeton students are high but may be achieved with persistent, focused study. At Veritas Prep, we offer students both online and in-person study options to help them prepare for the SAT. We recognize the level of study necessary for students who want to apply to Princeton: SAT scores can play a critical part in the final decision of admissions officers, after all. Our prep courses provide students with test-taking tips and strategies they can use to simplify questions and showcase their strengths in every subject on the SAT.

**What Other Factors Are Considered by Admissions Officers at Princeton?**

Certainly, an SAT score of 2250 or higher is a plus on any student’s application to Princeton. But a student’s SAT score is just one of many things considered by admissions officers. They also look at a student’s grades in high school as well as the types of classes taken by the individual. Did a student take advanced courses throughout high school? If so, this demonstrates a student’s intellectual curiosity and willingness to push their skills to the limit. A student’s application essay is another element that carries a lot of weight with admissions officers. In fact, a student’s essay gives officials insight into the person’s character and motivations. It allows admissions officers a look at the person behind the test scores and transcripts. Extracurricular activities and recommendation letters also play a part in the evaluation process. Princeton admissions officers are looking to fill all of the spots in a freshman class with students who are most likely to strive for great success at the school.

For students who want to go to Princeton, SAT requirements can seem daunting. Naturally, ambitious students want to do all they can to live up to the high academic standards set by the officials at Princeton. SAT subject tests are also a consideration for high school students who want to apply to this prestigious university. Admissions officers at Princeton recommend that applicants take two SAT subject tests. Students who want assistance preparing for the SAT as well as the SAT subject tests can get the help they need from our talented team of instructors at Veritas Prep. Each of our instructors scored in the top one percent of individuals taking the SAT. This means that high school students who work with our professional instructors are learning from the best! Along with solid academic assistance, our instructors are experts at supplying students with the support and encouragement they need to succeed. Contact Veritas Prep today and let us help you prepare for and master the SAT.

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]]>The post Quarter Wit, Quarter Wisdom: Ignore the Diagram in That GMAT Geometry Question! appeared first on Veritas Prep Blog.

]]>But sometimes, the GMAT Testmakers give such diagrams that we wish we were not given the diagram at all. In fact, the addition of a diagram – something that often simplifies our questions – can take the difficulty of the question to a whole new level. By now you are probably thinking that I am surely exaggerating, so I will proceed with an example.

Try to figure this out: when the figure given below is cut along the solid lines, folded along the dashed lines, and then taped along the solid lines, the result is a model of a geometric solid.

Now, can you use your imagination and figure out what kind of a geometric solid you will get in this case? Don’t go ahead just yet – first, give it a shot for a few minutes:

To be honest, I have given it a try and it is certainly not easy. I will know for sure only when I actually carry out the aforementioned steps – cut the paper along the solid lines, fold along the dashed lines and then tape up along the solid lines. Without carrying out the steps I am not sure exactly what kind of a figure I will get.

So the test maker comes to our rescue here. Here is the complete question:

*When the figure above is cut along the solid lines, folded along the dashed lines, and taped along the solid lines, the result is a model of a geometric solid. This geometric solid consists of two pyramids each with a square base that they share. What is the sum of number of edges and number of faces of this geometric solid?*

*(A) 10*

*(B) 18*

*(C) 20*

*(D) 24*

*(E) 25*

The Testmaker specifies what kind of a figure we get – two pyramids, each with a square base that they share. Figuring this out in one minute without an actual paper and scissor at hand would need extraordinary skill. Many test-takers spend precious minutes trying to make sense of the given diagram, but in problems like this, it should be completely ignored because we already know what it will look like – two pyramids with a common square base.

This, we understand! We know what a pyramid looks like – triangular faces converge to a single point at the top with a polygon (often a square) base. We need two pyramids joined together at the base.

This is what the solid will look like:

Just the 4 triangular faces of each of the two pyramids (8 triangles total) will be visible. Since they will share the square base, the base will not be visible. Hence, the figure will have 8 faces.

Now let’s see how many edges there will be: to make the top pyramid, four triangular faces join to give four edges. To make the bottom pyramid, another four triangular faces join to give four more edges. The two pyramids join on the square base to give yet another four edges.

So all in all, we have 4 + 4 + 4 = 12 edges

When we sum up the faces and edges, we get 8 + 12 = 20

The question is much more manageable now. All we had to do was ignore the diagram given to us!

*Getting ready to take the GMAT? We have free online GMAT seminars running all the time. And, be sure to follow us on Facebook, YouTube, Google+, and 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 Understanding the Changes to the U.S. Visa Process appeared first on Veritas Prep Blog.

]]>Of most critical importance to the world of MBA admissions is how this affects the ability for international students to secure employment post-graduation. Many international MBA applicants rely on the H-1B visa to offer them a chance to purse their dreams of working in the U.S. Without this visa, the viability of a U.S. MBA degree lessens for these international applicants.

Not surprisingly with every regime change in Washington, policy and legislation can be impacted. The new administration appears to be focusing on prioritizing jobs for Americans and this obviously puts the H-1B visa program in direct conflict. Although most of the minor changes and announcements are more cosmetic in nature, coming legislation is expected that will make it even more difficult to secure these work visas.

Major MBA employers like Microsoft, Facebook, IBM who also happen to be common recipients of the H-1B visas have prepared for the impending changes. Although, those with computer science and engineering background tend to be the largest recipients of these visas, MBAs also rely on them as well in great numbers. The above employers, and those in similar industries to tech, have already started to move hiring away from low level, cheaper visa recipients to more expensive, higher educated talent.

Even in the face of this changing focus by employers, the H-1B visa remains more difficult than ever to secure. With impending legislation expected to surface soon, the process will only become more difficult.

MBA applicants and students alike should evaluate this news and begin to take their future career plans into consideration. At this stage, this news should not ring any major alarms, as not much has materially changed as of yet, but international students and applicants who have plans to work in the U.S. should factor in the impact legislation could have on future career goals.

*Applying to business school? Call us at 1-800-925-7737 and speak with an MBA admissions expert today, or take our free MBA Admissions Profile Evaluation for personalized advice for your unique application situation! As always, be sure to find us on Facebook, YouTube, Google+ and Twitter.*

*Dozie A. is a Veritas Prep Head Consultant for the Kellogg School of Management at Northwestern University. His specialties include consulting, marketing, and low GPA/GMAT applicants. You can read more articles by him here.*

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]]>The post What to Expect from Possible ACT Essay Prompts appeared first on Veritas Prep Blog.

]]>**The Different Types of ACT Essay Prompts**

Each essay prompt on the ACT concerns a complex issue. For instance, one sample prompt released by the ACT concerns individual freedom and public health. Other writing prompts may deal with technology, the media, education, the arts, and other issues. Even if you don’t have a great deal of knowledge about the topic in the essay prompt, you can still write an essay that is organized, logical, and convincing. In fact, all of the information you need to complete the writing task is given to you in the prompt.

**Your Task on the Essay**

After reading the essay prompt, you’re given three perspectives on the issue. Your task is to develop your own perspective, then use evidence and examples to support it. Furthermore, you’re asked to analyze how your perspective is similar to or different from at least one of the given perspectives. Think about the possible counterarguments to your perspective and address them.

The individuals who grade your essay won’t be looking at whether you agreed or disagreed with the given perspectives: In fact, that part is irrelevant. Instead, they’ll be evaluating your essay based on its organization, use of supporting evidence, idea development, and language use. College admissions officials want to see a sample of your writing to find out if you can express your ideas in a coherent way. Many colleges will look at your ACT English, Reading, and Writing scores to get a full picture of your ability to interpret and communicate ideas.

**Preparing for the Essay**

The best way to prep for the essay on the ACT is to practice your writing skills. This includes working on organizing your ideas in the form of an outline before beginning your essay. Also, reading online newspaper and magazine articles gives you practice developing perspectives on current issues. You have only 40 minutes to write the ACT essay, so it’s a good idea to time your practice essays so you can establish a writing speed that doesn’t make you feel rushed. The professional ACT instructors at Veritas Prep have been where you are right now: They’ve prepared for and taken the ACT, including the essay. More importantly, each of our instructors earned a score on the ACT landing them in the 99th percentile. So when you sign up with Veritas Prep, you’ll be studying with tutors who have excellent teaching skills and impressive experience with the test.

**Tips for Writing the Essay**

The ACT essay is given on paper, so you’ll have space to jot down an outline and organize your thoughts. You’ll probably want to start writing your essay right away, but creating an outline is an effective strategy if you want to end up with a high score. Take the time to think about your perspective on the issue and make sure you have plenty of evidence to support it. Try to leave yourself with a few minutes at the end of the writing test so you can proofread and make small changes if necessary.

The instructors at Veritas Prep have the skills and knowledge to prepare you for the Writing section on the ACT along with the rest of the exam. We are familiar with the different types of ACT essay prompts and can guide you on the best approaches to them. Our strategies can help you to create an essay that fulfills all of the requirements necessary to achieve the highest score possible. We offer online courses that are convenient for high school students on the go, and we also have in-person ACT prep courses if you prefer that type of learning environment. Look at our FAQ page to find more information about our tutoring services, or give us a call or email to let us know how we can help you conquer the ACT essay!

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]]>The post Quarter Wit, Quarter Wisdom: The 3-Step Method to Solving Complex GMAT Algebra Problems appeared first on Veritas Prep Blog.

]]>Today, let’s see how to handle such questions step-by-step by looking at an example problem:

*N and M are each 3-digit integers. Each of the numbers 1, 2, 3, 6, 7, and 8 is a digit of either N or M. What is the smallest possible positive difference between N and M?*

*(A) 29*

* (B) 49*

* (C) 58*

* (D) 113*

* (E) 131*

This is not a simple algebra question, where we are asked to make equations and solve them.

We are given 6 digits: 1, 2, 3, 6, 7, 8. Each digit needs to be used to form two 3-digit numbers. This means that we will use each of the digits only once and in only one of the numbers.

We also need to minimize the difference between the two numbers so they are as close as possible to each other. Since the numbers cannot share any digits, they obviously cannot be equal, and hence, the smaller number needs to be as large as possible and the greater number needs to be as small as possible for the numbers to be close to each other.

Think of the numbers of a number line. You need to reduce the difference between them. Then, under the given constraints, push the smaller number to the right on the number line and the greater number to the left to bring them as close as possible to each other.

**STEP 1:**

The first digit (hundreds digit) of both numbers should be consecutive integers – i.e. the difference between 1** and 2** can be made much less than the difference between 1** and 3** (the difference between the latter will certainly be more than 100).

We get lots of options for hundreds digits: (1** and 2**) or (2** and 3**) or (6** and 7**) or (7** and 8**). All of these options could satisfy our purpose.

**STEP 2:**

Now let’s think about what the next digit (the tens digit) should be. To minimize the difference between the numbers, the tens digit of the greater number should be as small as possible (1, if possible) and the tens digit of the smaller number should be as large as possible (8, if possible). So let’s not use 1 or 8 in the hundreds places and reserve them for the tens places instead, since we have lots of other options (which are equivalent) for the hundreds places. Now what are the options?

Let’s try to make a pair of numbers in the form of 2** and 3**. We need to make the 2** number as large as possible and make the 3** number as small as possible. As discussed above, the tens digit of the smaller number should be 8 and the tens digit of the greater number should be 1. We now have 28* and 31*.

**STEP 3:**

Now let’s use the same logic for the units digit – make the units digit of the smaller number as large as possible and the units digit of the greater number as small as possible. We have only two digits left over – 6 and 7.

The two numbers could be 287 and 316 – the difference between them is 29.

Let’s try the same logic on another pair of hundreds digits, and make the pair of numbers in the form of 6** and 7**. We need the 6** number to be as large as possible and the 7** number to be as small as possible. Using the same logic as above, we’ll get 683 and 712. The difference between these two is also 29.

The smallest of the given answer choices is 29, so we need to think no more. The answer must be A.

Note that even if you try to express the numbers algebraically as:

N = 100a + 10b + c

M = 100d + 10e + f

a lot of thought will still be needed to find the answer, and there is no real process that can be followed.

Assuming N is the greater number, we need to minimize N – M.

N – M = 100 (a – d) + 10( b – e) + (c – f)

Since a and d cannot be the same, the minimum value a – d can take is 1. (a – d) also cannot be negative because we have assumed that N is greater than M. With this in mind, a and d must be consecutive (2 and 1, or 3 and 2, or 7 and 6, etc). This is another way of completing STEP 1 above.

Next, we need to minimize the value of (b – e). From the available digits, 1 and 8 are the farthest from each other and can give us a difference of -7. So b = 1 and e = 8. This leaves the consecutive pairs of 2, 3 and 6, 7 for hundreds digits. This takes care of our STEP 2 above.

(c – f) should also have a minimum value. We have only one pair of digits left over and they are consecutive, so the minimum value of (c – f) is -1. If the hundreds digits are 3 and 2, then c = 6 and f = 7. This is our STEP 3.

So, the pair of numbers could be 316 and 287 – the difference between them is 29. The pair of numbers could also be 712 and 683 – the difference between them is also 29.

In either case, note that you do not have a process-oriented approach to solving this problem. A bit of higher-order thinking is needed to find the correct answer.

*Getting ready to take the GMAT? We have free online GMAT seminars running all the time. And, be sure to follow us on Facebook, YouTube, Google+, and 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 Flag Your Way to a Better GRE Score appeared first on Veritas Prep Blog.

]]>1) Each question counts the same: Getting stuck on one question burns valuable time that you could use for the remaining questions. Maybe you eventually figure out how to solve it, but it might cost you the chance to get two (or more) right answers later on – not great!

2) Time is an asset you control: Knowing how to spend your time effectively can make a big difference in how you score. Spend time on the questions that will earn you points, and minimize time on questions that won’t.

The flagging technique is a great way to take advantage of each of these points. By using it wisely, you can maximize your chances of getting to your target score. Here are three situations where the flagging tool can be invaluable:

**You’re pretty sure in your answer, but you’re not certain.**

Many GRE takers enter the test well prepared, but there may be some content areas (such as ratios or exponent properties) in which they aren’t fully confident. You may spend a minute working on a problem and get to a point where you feel pretty good about your answer, but you aren’t fully sure (Quantitative comparison questions are notorious for this!). You’d love to do some more testing or double-check your work, but you also realize that it will burn more precious time than you can spare. The solution? Select your answer and flag it. Consider leaving a quick note about your current thoughts so you can pick up right where you left off. If you finish the rest of the section with time remaining, you’ll now have the chance to double-check your initial answer.

**You’re not sure how to get started on a problem. **

You’ve read the question. You’ve re-read it. You’ve analyzed the answer choices. You’re still unclear on what the question is asking for, and you’re not even sure what your first steps to figuring it out should be. Hey, it happens – sometimes a question is set up in a way that doesn’t seem to fit the examples you saw during your preparation.

At this point, you have two options: continue staring at the problem and hope the numbers and variables start moving themselves around (like Zach Galifianakis playing blackjack in “The Hangover”), or flag it and move on. If you persist with the question, the best-case scenario is that you eventually figure it out and pick an answer, but you burned time that could have gotten you two or three right answers on other questions. The worst-case scenario is that you eventually give up and move on, burning time without even getting the question right. Your best strategy is to flag it, get some other right answers, and come back to it when you have time to spare.

**You can solve a problem, but you know it’s going to take a while. **

“Select All That Apply” questions present this dilemma more often than do other types – the question makes sense, you know how to get started, and you are confident in your ability to find all of the correct answers. On the other hand, you have six or more possible answers, and you know the process to make sure that you find all of the correct answers (remember: no partial credit!) will be time-consuming. Early in the section, spending more than three minutes on one problem is not a wise investment of your time. If there are obvious answers, select them, flag the problem, and return when you have the time to invest.

Clearly, the flagging technique is a strong ally if you know how to use it effectively. On your next GRE practice test, look for opportunities to flag questions that fit the three categories above. Doing so will allow you to maximize the number of questions you get right by investing your time wisely.

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

*By Bill Robinson, a Veritas Prep instructor based in San Diego.*

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]]>The post When Should You Hire an MBA Admissions Consultant? appeared first on Veritas Prep Blog.

]]>When hiring an admissions consultant, timing is everything! The earliest I would probably recommend hiring an admissions consultant would be April. The average applicant will probably hire a consultant between June and July.

If you’re really trying to make life tough on yourself (and your admissions consultant) you will hire one a month before your application deadline. The longer lead times above allow you to make the process less transactional, which is what can sometimes happen if you hire a consultant at the last minute. A longer lead time not only allows you to have more time to prepare your application, but it also helps you build a relationship with your consultant. When a consultant understands your background and the intricacies of your profile, it can increase the odds your partnership will be fruitful.

It is also important to get things done early because the more iterations you have, the higher the caliber of your application materials and the greater your chances of being accepted. As far as your specific application timeline, it should vary based on whether you are doing five long, complicated applications or just one application. These are instances where the recommendations outlined above are more fluid.

Another aspect of choosing a consultant that few factor in is the availability of the consultant’s time (and also your time). If you are a traveling management consultant or investment banker, who can barely squeeze an hour into the day to do anything, you’re going to want to start really early. This will allow you to slow-roll things based on your limited time to engage with your consultant, and make material progress on your application in any one week.

Overall, the key here is to really understand your needs when choosing a consultant. Thinking through the amount of applications you will be tackling, the support you’ll need, and your own availability will allow you to begin working with your consultant at the right time.

*Applying to business school? Call us at 1-800-925-7737 and speak with an MBA admissions expert today, or take our free MBA Admissions Profile Evaluation for personalized advice for your unique application situation! As always, be sure to find us on Facebook, YouTube, Google+ and Twitter.*

*Dozie A. is a Veritas Prep Head Consultant for the Kellogg School of Management at Northwestern University. His specialties include consulting, marketing, and low GPA/GMAT applicants. You can read more articles by him here.*

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]]>The post SAT Quotes to Keep You Focused and Driven as You Approach Test Day appeared first on Veritas Prep Blog.

]]>No matter what skills you’re focusing on, you may be feeling a little run-down from all your efforts. As you study for the SAT, quotes from successful, well-known individuals can often provide you with the inspiration you need to keep working toward achieving your goals.

**“Ambition is the path to success. Persistence is the vehicle you arrive in.” (Bill Bradley)**

Being an ambitious person, you probably set lofty goals for yourself. You may strive for all A’s in your courses every semester. If you play a sport, you may have the objective of winning a specific award or scoring a certain number of points each game. If you play the piano, you may set a goal of learning a challenging piece of music by a particular date.

You can also set ambitious objectives when it comes to the SAT. For example, you may set your sights on scoring in the top one percent on the test, like our tutors did. This quote points out that being persistent is what helps you arrive at your goals. Studying every day is one example of persistence when it comes to preparing for the SAT. Asking your instructor for clarification on confusing topics and reviewing difficult skills are other examples of being persistent in your SAT studies. This advice holds true for most goals, including success on the SAT.

**“When you have confidence, you can have a lot of fun. And when you have fun, you can do amazing things.” (Joe Namath)**

Building your confidence is part of the SAT prep process. Improving on your weakest skills certainly boosts your confidence leading up to test day. At Veritas Prep, we believe the learning process can be fun, and in our instructional program, we give you the tools and strategies you need to feel confident about every section on the SAT. We want you to walk into the testing center feeling at ease and ready to showcase your skills on the exam.

**“I’ve learned time management, organization, and I have priorities.” (Tory Burch)**

Preparing for the SAT is a gradual process. To get the most out of your prep time, it’s best to make a schedule for each day’s study tasks. How do you know what tasks to include on your schedule? Take a practice SAT to see what skills you need to work on. If you need to work on recognizing words in context for the Reading section, then quizzing yourself with vocabulary cards is one place to start. This sort of practice would be a task on your study schedule. Set up your schedule by dedicating a certain number of minutes to each task. When you have an organized study schedule, you can complete each day’s tasks with efficiency.

**“I cannot emphasize enough the importance of a good teacher.” (Temple Grandin)**

What better way is there to achieve a high score on the SAT than to learn from someone who already achieved that goal? Each of the instructors at Veritas Prep scored in the 99th percentile on the SAT, so whether you’re looking to improve your score on just one section of the test or on multiple sections, when you work with us, you’ll be learning from individuals who understand how to get there. Professional SAT instructors use their experience and knowledge to benefit the student.

**“Success is dependent on effort.” (Sophocles)**

Thorough preparation is necessary for success on the SAT. A high score on the test can help you gain admission into a preferred college. Once there, you can earn a degree that leads you to your dream career. So the efforts you make today to excel on the SAT can set you on the path to achieving your goals in the years to come.

When it comes to the SAT, quotes like these can give you an instant jolt of inspiration. But consistent practice and a dedicated attitude are the real keys to success on the test. At Veritas Prep, we have both private online tutoring and in-person courses available: Let us pair with you as you aim for excellence on the SAT.

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]]>The post Which is Worse to Encounter on a GMAT Question: Median or Mean? appeared first on Veritas Prep Blog.

]]>Median is the value at a point – to be precise, the point which divides the increasing data set into two equal halves. You don’t care what is on the left and what is on the right of this point, so an outlier will do nothing to the median. The mean, however depends on every value in the set. If you increase one element of data, the mean of the set changes – outliers can drastically change the value of the mean. Hence, every element has to be kept in mind! With the median, there is a lot less to worry about.

Let’s illustrate this with an example data sufficiency question:

**Question on Median:**

*At a bakery, cakes are sold every day for a certain number of days. If 6 or more cakes were sold for 20% of the total number of days, is the median number of cakes sold less than 4?*

*Statement 1: On 75% of the days that less than 6 cakes were sold, the number of cakes sold each day was less than 4.*

*Statement 2: On 50% of the days that 4 or more cakes were sold, the number of cakes sold each day was 6 or more.*

The following is the number of cakes sold on any of the days mentioned in the question:

Say there were 100 days (since all figures are in terms of percentages, we can assume a number to simplify our understanding).

The question stem tells us that 6 or more cakes were sold for 20% of the days, so for 20 days, 6 or more cakes were sold. Then for 80 days, 1/2/3/4/5 cakes were sold.

With this information in mind, is the median number of cakes sold in one day less than 4?

We know how to get the median. When we arrange all figures in increasing order, the median will be the average of the 50th and the 51st terms. We need to know if the average of the 50th and 51st term is less than 4. Let’s tackle the statements one at a time:

*Statement 1: On 75% of the days that less than 6 cakes were sold, the number of cakes sold each day was less than 4.*

The number of days that less than 6 cakes were sold = 80. 75% of these 80 days will be 60 days. In 60 days, less than 4 cakes were sold. So the 50th and 51st terms will be less than 4 and so will their average. Hence, the median will be less than 4. This statement alone is sufficient.

*Statement 2: On 50% of the days that 4 or more cakes were sold, the number of cakes sold each day was 6 or more.*

In 20 days, 6 or more cakes were sold. This constitutes 50% of the days during which 4 or more cakes were sold, so in another 20 days, 4 or 5 cakes were sold. Hence, during the leftover 60 days, less than 4 cakes were sold. The 50th and 51st terms will be less than 4 and so will their average. Hence, the median will be less than 4. This statement alone is also sufficient, so our answer is D.

All we needed to worry about here were the 50th and 51st terms, however the whole problem changes when we talk about mean instead of median.

**Same Question on Mean:**

*At a bakery, cakes are sold every day for a certain number of days. If 6 or more cakes were sold for 20% of the total number of days, is the average number of cakes sold less than 4?*

*Statement 1: On 75% of the days that less than 6 cakes were sold, the number of cakes sold each day was less than 4.*

*Statement 2: On 50% of the days that 4 or more cakes were sold, the number of cakes sold each day was 6 or more.*

Again, the question stem tells us that 6 or more cakes were sold for 20% of the days, so for 20 days, 6 or more cakes were sold. Then for 80 days, 1/2/3/4/5 cakes were sold.

We now need to ask ourselves is the average number of cakes sold in one day less than 4?

This question asks us about the average. – that is far more complicated than the median. Every value matters when we talk about the average. We need to know the number of cakes sold on each of these 100 days to get the average.

6 or more cakes were sold in 20 days. Note that the number of cakes sold during these 20 days could be any number greater than 6, such as 20 or 50 or 120, etc. The minimum number of cakes sold on these 20 days would be 6*20 = 120. There is no limit to the maximum number of cakes sold.

With this in mind, let’s examine the statements:

In 80 days, less than 6 cakes were sold. Of this number, 75% is 60 days. In 60 days, less than 4 cakes were sold.

So in 60 days, you have a minimum of 1*60 = 60 cakes sold and a maximum of 3*60 = 180 cakes sold. During the leftover 20 days 4 or 5 cakes were sold, so you have a minimum of 4*20 = 80 cakes and a maximum of 5*20 = 100 cakes.

The minimum value of the average is (120 + 60 + 80)/ 100 = 2.6 cakes, but the maximum average could be anything. Therefore, this statement alone is not sufficient.

The 20 days when 6 or more cakes were sold make up 50% of the days when 4 or more cakes were sold. So for another 20 days, 4 or 5 cakes were sold. This gives us a minimum of 4*20 = 80 cakes and a maximum of 5*20 = 100 cakes. For 60 days, 1/2/3 cakes were sold. So in 60 days, you have minimum of 1*60 = 60 cakes sold and a maximum of 3*60 = 180 cakes sold.

The minimum value of the average is (120 + 60 + 80)/ 100 = 2.6 cakes, but again, the maximum average could be anything. This statement alone is also not sufficient.

Note that both statements give you the same information, so if they are not sufficient independently, they are not sufficient together. The answer of this modified question would be E.

Here, we had to assume the minimum and maximum value for each data point to get the range of the average – we couldn’t just rely on one or two data points. Finding the mean during a GMAT question requires much more information than finding the median!

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*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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]]>Business school is an expensive proposition and if a program offers scholarship money as part of their financial package, it opens up a ton of financial flexibility for applicants. Many programs use scholarship money as a “carrot” to entice high potential and strongly desired candidates to their school. It is always good to be wanted by a program but sometimes these scholarship offers come from less desired programs, presenting difficult decisions when it comes to making the ultimate choice of where to matriculate. Sometimes the scholarship offers come from desired programs as well, but even with this good fortune, situations can still arise that create difficult decisions between programs.

If you have received multiple offers from MBA programs with imbalanced financial support there are a few different approaches you can take:

**Do Nothing**

This is the approach many applicants take. This is my least favorite and the least effective approach. You have nothing to lose by politely and respectfully communicating other offers and your desire for additional support. If you never mention it that is the best way to forego any potential leverage you may have.

**Reach Out via Email**

This is the next step in being proactive about leveraging your scholarship offer. Getting a school to change their mind about scholarship money is not easy, but it must start with some dialogue. The key here is being respectful and offering up some information about your other admits and associated scholarship funding. Reaching out to the right decision maker can also improve your odds of success here.

**Call or Meet in Person**

This is my favorite approach to leveraging your scholarship offer. The business school application process is very personal for admissions. So, if you can connect with them on a personal basis, whether on the phone or in person, it can only help your chances of them offering additional scholarship support. I think it is also important to really think through how important the scholarship money is to your ultimate decision making process. Many schools will negotiate the scholarship offer with the expectation that you will accept, so make sure you enter into these conversations being open and honest.

*Applying to business school? Call us at 1-800-925-7737 and speak with an MBA admissions expert today, or take our free MBA Admissions Profile Evaluation for personalized advice for your unique application situation! As always, be sure to find us on Facebook, YouTube, Google+ and Twitter.*

*Dozie A. is a Veritas Prep Head Consultant for the Kellogg School of Management at Northwestern University. His specialties include consulting, marketing, and low GPA/GMAT applicants. You can read more articles by him here.*

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