The post How Late is Too Late? Late College Applications and Admission appeared first on Veritas Prep Blog.

]]>The deadline for regular-decision college applications usually falls from January to mid-February. But what if a student misses the regular-decision deadline? Take a look at some considerations for students who want to submit a late college application as well as a few common reasons behind this decision:

**Reasons Why Students Are Late in Submitting College Applications**

Some high school students choose to direct all of their efforts toward improving their performance in second-semester courses. They want to present an impressive academic record to college officials. This sometimes causes them to miss regular application deadlines to colleges. As a result, they must submit a late college application to several schools.

Another reason why some students find themselves looking for colleges with late deadlines is because they were thinking about taking a gap year. Unfortunately, by the time they made the decision to start college, the regular application deadline had passed. Other students submit late applications to colleges because they focus all of their attention on gaining admission into one particular school. If they don’t get into that school, they must start applying late to other colleges.

Regardless of a student’s reasons, there are still options for those who miss the regular-decision deadline. At Veritas Prep, our online college admissions consultants are experts at guiding students through the process of applying to colleges. We provide them with transcript evaluations, tips on letters of recommendation, suggestions regarding extracurricular activities, and much more!

**Submitting Applications to Colleges with Late Deadlines**

One of the first things a student in this situation must do is find colleges that accept late applications. Fortunately, there are many late-admission colleges for students to choose from. Individuals who are submitting a late college application have to meet all of the same requirements as students who apply during the regular or early application periods. Students who need help with tuition costs must take note of the deadlines related to financial aid packages. In addition, students who are looking at late college application deadlines should inquire about the available student housing. Sometimes, all of the housing is taken by the time a student’s late application is accepted.

**Rolling Admissions vs. Late Admissions**

Some students have the impression that rolling admissions and late admissions are the same thing. This is not true. A college that participates in rolling admissions doesn’t have a concrete deadline for applications. They are accepted until every space in the freshman class is filled. Alternatively, late-admission colleges have a concrete deadline for students who apply after the regular-decision deadline has passed. A student who applies via rolling admissions is taking the risk that there will still be available spaces whenever their application arrives at the school.

**How to Make a Late Application Stand Out to College Officials**

An impressive admissions essay can help a student’s late application stand out from the crowd. At Veritas Prep, our professional consultants assist students with the prep work necessary to create an essay that is sure to be memorable to college officials. We give students writing strategies they can practice to make their essay all the more convincing.

Our consultants worked in the admissions offices of top colleges across the country. As a result, they know what college officials are looking for when reading a student’s essay. A student who participated in some special extracurricular activities during their second semester in high school can highlight those on a late application. A student who dedicates their time and energy to a few extracurricular activities is sure to be a standout in a crowd of late applicants.

Our staff at Veritas Prep has the experience and know-how to help students whether they are looking at late college application deadlines or regular-decision admissions. Students may want to try our College Chanculator to get an idea of their chances of getting into a specific college or university based on their qualifications. We have a variety of resources designed to make the college application process easier for students. Contact Veritas Prep and get started on the path to college today!

*Do you need more help navigating the college admissions process? Visit our **College Admissions** website and fill out our FREE Profile Evaluation for personalized feedback on your unique background! *

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]]>The post 4 Things to NOT Do When Waiting On an MBA Admissions Decision appeared first on Veritas Prep Blog.

]]>In fact, I firmly believe that more strange activity and anxiety manifests during the two months applicants spend waiting on their admissions decisions than during any other time of MBA application process. With this in mind, it is important to maintain your composure AND your sanity when handling your post-submission moves.

Let’s explore a few things to avoid while you are waiting to receive your MBA admissions decision:

**1) Read Message Boards:**

Online message boards and forums are often a good source of information from other like-minded individuals experiencing similar situations to yours during the application process. On the negative side, however, message boards can also encourage and exacerbate a fair amount of anxiety when it comes to waiting for your official admissions decision. Sometimes message boards become bastions for fear mongering and misinformation, and when coupled with the stress of the application process, this can manifest into some really irrational thoughts and behavior. I highly recommend avoiding these boards if possible while you are waiting on an admissions decision, especially around decision days when programs release their application decisions.

**2) Unnecessarily Contact the Program:**

MBA admissions committees evaluate all touchpoints they have with a candidate. So just because your application has been submitted does not mean the non-application evaluation period is over. Avoid the temptation to call into the admissions offices of the business schools you have applied to asking questions about decision timelines or other publicly-available information.

Keep in mind, MBA admissions officers receive tons of outreach from candidates all over the world, so although you think your question is unique and necessary, more than likely it is not. Use your discretion here when deciding whether to reach out or send additional information to schools, but keep in mind that a major part of being a good business person is judgment – make sure you use good judgement in deciding whether or not that outreach is truly necessary .

**3) Slack Off at Work:**

For many business school applicants, it is easy to slack off on day-to-day work activities during MBA application season and divert all of one’s energy to crafting the perfect application, but anything can happen once an MBA application is submitted. Once you send your application to your schools of choice, it is a great time to double down on tasks in the office. Also, if you are not admitted to your school of choice, you may need to stay at your company longer than expected, in which case, you will want to continue to position yourself for success in your current role (especially if you plan to reapply to business school in future application cycles).

**4) Get Into Trouble:**

This probably goes without saying, but keep yourself out of trouble while you are waiting for you MBA admissions decision to arrive. Post-application-submission is not the time to completely let loose. Keep your social media account clear (and private) and avoid any other problematic activity – it would be a shame to lose an admission to your dream school based on poor post-submission behavior.

Remember, maintain your composure and positive behavior during that dreaded post-submission waiting period to avoid compromising a potential admission.

*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 The New SAT vs. the ACT: A Simple Test Comparison appeared first on Veritas Prep Blog.

]]>A quick SAT-to-ACT comparison can help you to decide whether to take the new SAT, the ACT, or both.

**Scoring**

The scoring scales for the ACT versus new SAT are very different. The highest score you can earn on the ACT is a 36. There are four sections on the ACT, and you receive a raw score for each section, which is changed into a scaled score ranging from one to 36. Your final score is the average of your four scaled scores. On the other hand, the highest score you can achieve on the new SAT is 1600. You receive a subscore for each section of the new SAT, and your final score is the sum of your subscores.

**Math Questions**

When making an SAT-to-ACT comparison, you’ll find that both tests include questions on advanced math concepts such as geometry and trigonometry as well as algebra. Of course, knowledge of arithmetic is necessary on both tests. One difference between the two Math sections is that you’re given 60 minutes to complete 60 questions on the ACT and 80 minutes to complete 58 questions on the new SAT. You’re also allowed to use a calculator throughout the Math section on the ACT, but your calculator use is limited on the new SAT.

**Science Questions**

One major difference in the new SAT versus ACT test is that there’s no specific Science section on the new SAT. However, some of the skills you use in science class are tested in other sections on the new SAT. For instance, in the Math section you’re often asked to analyze the information given on a chart or graph, and the Reading section contains passages that cover science-related topics. The ACT does have a section of Science questions – earth science, chemistry, and biology are among the sciences found on the ACT. You must answer a total of 40 questions in 35 minutes in the Science section of the ACT.

**Reading Questions**

When making an SAT-vs.-ACT comparison, you’ll see that the Reading sections on both tests share a lot of similarities. The Reading sections on both exams feature several passages accompanied by questions. The SAT has five passages, while the ACT has four. In addition, the two tests share many of the same question types. For instance, they both have main idea, detail, vocabulary-in-context, and inference questions. In addition to those, the new SAT has data reasoning, technique, and evidence support questions. You’re given 35 minutes to finish 40 questions on the ACT and 65 minutes to finish 52 questions on the new SAT Reading section.

**Writing and English Tests**

There is a Writing & Language section on the new SAT that requires you to improve on phrases found within the given passages. There may be grammar or punctuation errors in the passage or problems with sentence structure. You’ll read the passage and select the better options for the underlined phrases.

The ACT has an English section with passages that also contain underlined phrases. Your task is to find a better alternative to the phrase or, in some cases, select the “no change” option. Once again, there may be grammar errors or problems with punctuation, sentence structure, or organization. You are given 45 minutes to finish 75 questions in the English section on the ACT and 35 minutes to complete 44 Writing & Language questions on the new SAT.

**The Essay**

When it comes to the essay on the ACT vs. new SAT, both tests make this section optional. For the new SAT Essay section, you’re required to analyze an argument and offer evidence as to why the author’s argument is valid or invalid. Alternatively, the ACT Essay section presents you with three different perspectives on a particular issue, and your job is to evaluate each of them. On both essays, your score depends on your ability to organize your thoughts, present evidence, and convey your ideas in a clear way.

Are “SAT” and “ACT” the same? In some ways, the answer is “yes,” but in many others, the answer is “no.” Regardless of which test you take, our professional instructors can help you practice for it. Look at our video tutorials and sign up for our in-person or online test prep courses today!

*Want to learn more about how the SAT and ACT differ? Attend one of our upcoming free live online SAT vs. ACT workshops to determine which exam is right for you. And be sure to find us on Facebook, YouTube, Google+ and Twitter!*

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]]>The post How to Answer GMAT Questions That are About an Unfamiliar Topic appeared first on Veritas Prep Blog.

]]>Remember that the GMAT offers a level playing field for test takers from different backgrounds – it doesn’t matter whether your major was literature or physics. If you feel lost on a question about renaissance painters, remember that the guy next to you is lost on the problem involving planetary systems.

So how can you successfully handle GMAT questions on any topic? By sticking to the basics. The logic and reasoning required to answer these questions will stay the same no matter which field the information in the question stem comes from.

To give an example of this, let’s today take a look at a GMAT question involving psychoanalysis:

*Studies in restaurants show that the tips left by customers who pay their bill in cash tend to be larger when the bill is presented on a tray that bears a credit-card logo. Consumer psychologists hypothesize that simply seeing a credit-card logo makes many credit-card holders willing to spend more because it reminds them that their spending power exceeds the cash they have immediately available.*

*Which of the following, if true, most strongly supports the psychologists’ interpretation of the studies? *

*(A) The effect noted in the studies is not limited to patrons who have credit cards. *

*(B) Patrons who are under financial pressure from their credit-card obligations tend to tip less when presented with a restaurant bill on a tray with credit-card logo than when the tray has no logo.*

*(C) In virtually all of the cases in the studies, the patrons who paid bills in cash did not possess credit cards.*

*(D) In general, restaurant patrons who pay their bills in cash leave larger tips than do those who pay by credit card.*

*(E) The percentage of restaurant bills paid with given brand of credit card increases when that credit card’s logo is displayed on the tray with which the bill is prepared.*

Let’s break down the argument:

Argument: Studies show that cash tips left by customers are larger when the bill is presented on a tray that bears a credit-card logo.

Why would that be? Why would there be a difference in customer behavior when the tray has no logo from when the tray has a credit card logo? Psychologists’ hypothesize that seeing a credit-card logo reminds people of the spending power given by the credit card they carry (and that their spending power exceeds the actual cash they have right now).

The question asks us to support the psychologists’ interpretation. And what is the psychologists’ interpretation of the studies? It is that seeing a logo reminds people of their own credit card status. Say we change the argument a little by adding a line:

*Argument:* Studies show that cash tips left by customers are larger when the bill is presented on a tray that bears a credit-card logo. *Patrons under financial pressure from credit-card obligations tend to tip less when presented with a restaurant bill on a tray with credit-card logo than when the tray has no logo.*

Now, does the psychologists’ interpretation make even more sense? The psychologists’ interpretation is only that “seeing a logo reminds people of their own credit card status.” The fact “that their spending power exceeds the cash they have right now” explains the higher tips. If we are given that some customers tip more upon seeing that card logo and some tip less upon seeing it, it makes sense, right? Different people have different credit card obligation status, hence, people are reminded of their own card obligation status and they tip accordingly.

Answer choice B increases the probability that the psychologists’ interpretation is true because it tells you that in the cases of very high credit card obligations, customers tip less. This is what you would expect if the psychologists’ interpretation were correct.

In simpler terms, the logic here is similar to the following situation:

A: After 12 hours of night time sleep, I can’t study.

B: Yeah, because your sleep pattern is linked to your level of concentration. After a long sleep, your mind is still muddled and lazy so you can’t study.

A: After only 4 hrs of night time sleep, I can’t study either.

Does B’s theory make sense? Sure! B’s theory is that “sleep pattern is linked to level of concentration.” If A sleeps too much, her concentration is affected. If she sleeps too little, again her concentration is affected. So B’s theory certainly makes more sense.

Let’s now review answer choice E since it tends to confuse people:

*(E) The percentage of restaurant bills paid with given brand of credit card increases when that credit card’s logo is displayed on the tray with which the bill is prepared.*

This option supports the hypothesis that credit card logos remind people of their own card – not of their card obligations. The psychologists’ interpretation talks about the logo reminding people of their card status (high spending power or high obligations). Hence, this option is not correct.

Now let’s examine the rest of the answer choices to see why they are also incorrect:

*(A) The effect noted in the studies is not limited to patrons who have credit cards.*

This argument is focused only on credit cards, not on credit cards and their logos, so this is irrelevant.

*(C) In virtually all of the cases in the studies, the patrons who paid bills in cash did not possess credit cards.*

This option questions the validity of the psychologists’ interpretation. Hence, this is also not correct.

*(D) In general, restaurant patrons who pay their bills in cash leave larger tips than do those who pay by credit card.*

This argument deals with people who have credit cards but are tipping by cash, hence this is also irrelevant.

Therefore, our answer is B.

We hope you see that if you approach GMAT questions logically and stick to the basics, it is not hard to interpret and solve them, even if they include information from an unfamiliar field.

*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!*

The post How to Answer GMAT Questions That are About an Unfamiliar Topic appeared first on Veritas Prep Blog.

]]>The post Sample GRE Questions appeared first on Veritas Prep Blog.

]]>Today, students have the convenience of finding GRE practice questions online. Take a look at some examples:

**The Verbal Reasoning Section**

These GRE practice test questions include reading comprehension, sentence equivalence, and text completion question types. The reading comprehension portion of the test includes several written passages. Students answer various questions based on the information in a passage by choosing from a set of multiple choice answer options. After reading a lengthy passage, students may be asked about the theme of a passage or the intent of its author. Or, they may be asked about the implied meaning of a passage or the reasons behind a statement.

Alternatively, the sentence equivalence portion of the test asks students to choose* two* words that would correctly complete each sentence. For example:

Example 1: The artist known for her picturesque landscapes once commented that she ____ nature.** **

A) idolizes

B) abhors

C) reveres

D) despises

E) detests

F) scorns

**Answers: A, C**

Example 2:** **A student who tries to cram for a biology final exam in one night will become _____ because it’s impossible to learn an entire course in so little time.** **

A) exacerbated

B) inspired

C) exasperated

D) lethargic

E) complaisant

F) dispassionate

**Answers: C, D**

The text completion questions feature a passage consisting of four or five sentences. There may be one or several blank spaces in the passage. Students have a choice of three or more options for each blank. If a student is not sure about the definition of a word, sometimes looking at a word’s prefix can offer clues. Our professional instructors provide tips to students who need help on this or any other section of the GRE.

Example:** **The horse and rider emerged from the woods and cantered up a hillside ______ by the moon. The horse made a sharp turn sending the rider tumbling to the ground. The rider slowly stood up, cursing under his breath. He was ______ at his lack of talent as an equestrian.

A) ill-lighted:abhorred

B) illuminated:vexed

C) darkened:appalled

D) enlightened:humiliated

E) obscured:angered

**Answer: B**

Looking for GRE practice questions online can be helpful when reviewing for the analogy section. In this section, students choose the pair of words that is most similar to the pair of words in the example. One of the strategies we teach our students is to determine the relationship between the words in the example to arrive at the correct answer option. For instance:

Example:** **ASSAUGE : SORROW** **

A) counsel : exacerbate

B) withhold : appreciation

C) companionship : loneliness

D) endear : criticize

E) console : aggravate

**Answer: C**

**The Quantitative Section**

There are a variety of math questions in this section of the GRE. Practice test questions may challenge a student’s algebra, geometry, arithmetic, or data analysis skills.

Example 1:** **Which of these numbers is the average of the first ten even numbers?

A) 9

B) 13

C) 11

D) 16

E) 15

2+4+6+8+10+12+14+16+18+20=110/10

**Answer: C**

Example 2:** **(12/3) x (8/4) =

A) 18

B) 10

C) 8

D) 12

E) 14

**Answer: C**

Example 3:** **If 8t + 5t +2t + 4t=114, then 5t + 3=** **

A) 20

B) 33

C) 25

D) 32

E) 40

**Answer: B**

**The Analytical Writing Section**

This section requires students to write both an issue and an argument essay. Students receive a prompt for both essays. A sample prompt for the issue essay may ask students whether they agree or disagree with the idea of paying high school students for perfect attendance. Alternatively, a sample prompt for the argument essay may center on the argument of legalizing medical marijuana. Regardless of what side a student takes, he or she should create a well-organized essay and a convincing argument.

We are experts at helping students prepare for the GRE. Test sample questions are easier to manage when students partner with one of our online instructors. Email or call us to find out more about our prep classes for the GRE. Our helpful team at Veritas Prep gives students the tools to succeed on the GRE!

*Want to jump-start your GRE preparation? Register to attend one of our upcoming free online GRE Strategy Sessions or check out our variety of GRE Course and Private Tutoring options. And as always, be sure to follow us on Facebook, YouTube, Google+ and Twitter!*

The post Sample GRE Questions appeared first on Veritas Prep Blog.

]]>The post GMAT Tip of the Week: Taking the Least Amount of Time to Solve “At Least” Probability Problems appeared first on Veritas Prep Blog.

]]>Fortunately, and contrary to popular belief, the GMAT isn’t “pure evil.” Wherever it provides opportunities for less-savvy examinees to waste their time, it also provides a shortcut for those who have put in the study time to learn it or who have the patience to look for the elevator, so to speak, before slogging up the stairs. And one classic example of that comes with the “at least one” type of probability question.

To illustrate, let’s consider an example:

*In a bowl of marbles, 8 are yellow, 6 are blue, and 4 are black. If Michelle picks 2 marbles out of the bowl at random and at the same time, what is the probability that at least one of the marbles will be yellow?*

*(A) 5/17*

* (B) 12/17*

* (C) 25/81*

* (D) 56/81*

* (E) 4/9*

Here, you can first streamline the process along the lines of one of those “There are two types of people in the world: those who _______ and those who don’t _______” memes. Your goal is to determine whether you get a yellow marble, so you don’t care as much about “blue” and “black”…those can be grouped into “not yellow,” thereby giving you only two groups: 8 yellow marbles and 10 not-yellow marbles. Fewer groups means less ugly math!

But even so, trying to calculate the probability of every sequence that gives you one or two yellow marbles is labor intensive. You could accomplish that “not yellow” goal several ways:

First marble: Yellow; Second: Not Yellow

First: Not Yellow; Second: Yellow

First: Yellow; Second: Yellow

That’s three different math problems each involving fractions and requiring attention to detail. There ought to be an easier way…and there is. When a probability problem asks you for the probability of “at least one,” consider the only situation in which you WOULDN’T get at least one: if you got none. That’s a single calculation, and helpful because if the probability of drawing two marbles is 100% (that’s what the problem says you’re doing), then 100% minus the probability of the unfavorable outcome (no yellow) has to equal the probability of the favorable outcome. So if you determine “the probability of no yellow” and subtract from 1, you’re finished. That means that your problem should actually look like:

PROBABILITY OF NO YELLOW, FIRST DRAW: 10 non-yellow / 18 total

PROBABILITY OF NO YELLOW, SECOND DRAW: 9 remaining non-yellow / 17 remaining total

10/18 * 9/17 reduces to 10/2 * 1/17 = 5/17. Now here’s the only tricky part of using this technique: 5/17 is the probability of what you DON’T want, so you need to subtract that from 1 to get the probability you do want. So the answer then is 12/17, or B.

More important than this problem is the lesson: when you see an “at least one” probability problem, recognize that the probability of “at least one” equals 100% minus the probability of “none.” Since “none” is always a single calculation, you’ll always be able to save time with this technique. Had the question asked about three marbles, the number of favorable sequences for “at least one yellow” would be:

Yellow Yellow Yellow

Yellow Not-Yellow Not-Yellow

Yellow Not-Yellow Yellow

Yellow Yellow Not-Yellow

Not-Yellow Yellow Yellow

…

(And note here – this list is not yet exhaustive, so under time pressure you may very well forget one sequence entirely and then still get the problem wrong even if you’ve done the math right.)

Whereas the probability of No Yellow is much more straightforward: Not-Yellow, Not-Yellow, Not-Yellow would be 10/18 * 9/17 * 8/16 (and look how nicely that last fraction slots in, reducing quickly to 1/2). What would otherwise be a terrifying slog, the “long way” becomes quite quick the shorter way.

So, remember, when you see “at least one” probability on the GMAT, employ the “100% minus probability of none” strategy and you’ll save valuable time on at least one Quant problem on test day.

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

*By Brian Galvin.*

The post GMAT Tip of the Week: Taking the Least Amount of Time to Solve “At Least” Probability Problems appeared first on Veritas Prep Blog.

]]>The post Everything You Need to Know About GMAC’s New Common Letter of Recommendation appeared first on Veritas Prep Blog.

]]>What further complicates the recommendation process for many is the fact that applicants also have to deal with two, three and sometimes four recommenders for an application season, or even for a single application. For some the process can be simple, but for others it is more difficult, especially with recommendations often coming from busy senior management members.

The level of anxiety MBA candidates have over letters of recommendation is often through the roof! But fear not – the Graduate Management Admission Council (GMAC) has heard your pleas. GMAC, better known as the organization that administers the GMAT exam, has recently introduced a Common Letter of Recommendation (LOR).

The main goal of this new initiative is to save recommenders and applicants time during application season. The Common LOR will offer recommenders a single recommendation form with a common set of questions. GMAC also offers an application system that houses these LOR responses for each participating school so each recommendation is in one central location, making updates or edits a breeze.

The Common LOR assessment grid is based on 16 leadership competencies which are grouped in five categories: Achievement, Influence, People, Personal Qualities, and Cognitive Abilities. The form also includes three more qualitative and open-ended recommendation questions that are very similar to other independent LOR questions asked by MBA programs in the past. These questions are based on the applicant’s overall performance, comparative performance, and required development in an organization.

There are currently only a handful of schools that are part of the common LOR form, with some business schools (like Michigan Ross, Cornell Johnson, and Columbia) using the entire form, and other schools (such as Stanford, NYU Stern, Darden, and Berkeley Haas) using just the recommendation questions. GMAC is still trying to evangelize the Common LOR to the remaining MBA community, which will take some time as the form has not been available for long.

As more business schools begin to utilize the GMAC’s Common LOR form, make sure you stay abreast of the latest and greatest information, as this form can certainly save all those who are involved in the recommendation process tons of 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 ACT Registration Checklist and Testing Dates appeared first on Veritas Prep Blog.

]]>Learn about the steps you need to take, as well as some important things to consider, before you sit down to register for the ACT.

**Create a Student Account Online**

ACT registration can be accomplished very easily by visiting their official website, ACT.org. After creating an account, it takes about 40 minutes to complete the registration forms. There is a test fee that you can pay with a credit card via a secure payment system. Also, you must upload a photo of yourself during ACT test registration. This photo is used for identification purposes and will be put onto the ticket that you’ll take with you to the testing center.

**Special Accommodations for the Test**

If you have a disability, it’s possible to get special accommodations for the ACT. For instance, if you’re visually impaired, you may be able to arrange for a magnifying device or a reader. During the registration process, you have the chance to express the need for special accommodations. After registration is complete, you will receive an email explaining how to request testing accommodations. You must then work with the officials at your school to secure accommodations for the ACT. You will have to submit proof of a disability along with other documentation. Your school must submit the actual request for accommodations to ACT testing officials.

**The Writing Test**

The writing test on the ACT is optional. During registration, you can specify whether you want to take it. If you change your mind later about taking the writing test, you can log onto the website and make this adjustment. Keep in mind that you must make the change before the late registration deadline connected with your test date. There is an additional fee for the writing test.

**Choose a Test Date and Location**

You’ll have the opportunity to choose a test date as well as a testing center located near you. On the website, there is a chart that displays upcoming test dates as well as corresponding ACT registration dates. The ACT registration dates are the deadlines for anyone who wants to take the test on a particular day. It’s possible to register for the test after the deadline passes, but the ACT charges a late fee for that service. The test center locator on the website makes it simple for you to find a location that is convenient. Your test date and location will be confirmed after you finish the ACT test registration process.

**Arranging for the Delivery of Score Reports**

As part of your testing fee, the ACT sends your score report to four colleges. You can specify these colleges during test registration. You have the option of sending your score report to more than four colleges, but there is a fee for each additional request.

**Preparing for the Test**

After going through the process of ACT registration, your next step is to prep for the test! That’s where we can help. At Veritas Prep, our talented instructors can provide you with tools that enable you to highlight your skills on the ACT. We’ll guide you through taking a practice ACT to reveal both your strengths and weaknesses when it comes to the material on this test. In addition, we’ll pair you with an instructor who knows how to convey lessons with your learning style in mind. We’ll help you improve your test performance by giving you strategies to use on every section of the ACT.

When you sign up with Veritas Prep, you get to study with an instructor who scored in the 99th percentile on the test, so the study tips you receive are coming from someone who has taken and conquered the ACT! Our team is proud to provide quality ACT tutoring both online and in person. We use proven study resources in our classes so you know you’re getting practical information you can use on the test.

If you’re looking for the best in ACT prep, send us an email or give us a call today. Let Veritas Prep play a part in your victory on the ACT!

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

The post ACT Registration Checklist and Testing Dates appeared first on Veritas Prep Blog.

]]>The post Solving GMAT Geometry Problems That Involve Infinite Figures appeared first on Veritas Prep Blog.

]]>*A square is drawn by joining the midpoints of the sides of a given square. A third square is drawn inside the second square in this way and this process is continued indefinitely. If a side of the first square is 4 cm. Determine the sum of areas of all squares?*

*(A) 18*

*(B) 32*

*(C) 36*

*(D) 64*

*(E) None*

Now the first thing that might come to our mind is this – how do we mathematically, in the time limit of approximately 2 minutes, calculate areas of infinite squares?

There has to be a formula for this. Recall that we do, in fact, have a formula that calculates the sum of infinite terms – the geometric progression formula! Let’s see if we can use that to find the areas of the squares mentioned in this problem.

First, we’ll see if we can find a pattern in the areas of the squares:

Say the side of the outermost square is “*s*“. The area of the outermost square will be *s*^2 and half of the side will be* s*/2. The side of the next square inside this outermost square (the second square) forms the hypotenuse of a right triangle with legs of length *s*/2 each. Using the Pythagorean Theorem:

Hypotenuse^2 = (*s*/2)^2 + (*s*/2)^2 = *s*^2/2

Hypotenuse = *s*/√(2)

So now we know the sides of the second square will each equal *s*/√(2), and the area of the second square will be *s*^2/2.

Our calculations will be far easier if we note that the diagonal of the second square will be the same length as the side of the outer square. We know that area of a square given diagonal *d* is *d*^2/2, so that would directly bring us to *s*^2/2 as the area of the second square.

The second square and the square inscribed further inside it (the third square) will have the same relation. The area of the third square will be (*s*^2/2)*(1/2) = *s*^2/4.

Now we know the area of every subsequent square will be half the area of the outside square. So the total area of all squares =* s*^2 + *s*^2/2 + *s*^2/4 + *s*^2/8 + …Each term is half the previous term.

Therefore, the sum of an infinite Geometric Progression where the common ratio is less than 1 is:

Total Sum = *a*/(1-*r*)

*a:* First Term

*r:* Common Ratio

Sum of areas of all squares = *s*^2 + *s*^2/2 + *s*^2/4 + *s*^2/8 + …

Sum of areas of all squares = *s*^2/(1 – 1/2)

Sum of areas of all squares = 2*s*^2

Since *s* is the length of the side of the outermost square, and *s* = 4 (this fact is given to us by the questions stem), the sum of the areas of all the squares = 2*4^2 = 32 cm^2. Therefore, our answer is B.

We hope you understand how we have used the geometric progression formula to get to our answer. To recap, the sum of an infinite geometric progression is a/(1 – r).

*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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]]>*A rectangular box is 10 inches wide, 10 inches long, and 5 inches high. What is the greatest possible (straight-line) distance, in inches, between any two points on the box?*

*(A) 15*

*(B) 20*

*(C) 25*

*(D) 10 * √(2)*

*(E) 10 * √(3)*

There are various different diagonals in a rectangular solid. Look at the given figure:

BE is a diagonal, BG is a diagonal, GE is a diagonal, and BH is a diagonal. So which two points are farthest from each other? B and E, G and E, B and G, or B and H?

The inside diagonal BH can be seen as the hypotenuse of the right triangle BEH. So both BE and EH will be shorter in length than BH.

The inside diagonal BH can also be seen as the hypotenuse of the right triangle BHG. So both HG and BG will also be shorter in length than BH.

The inside diagonal BH can also be seen as the hypotenuse of the right triangle BDH. So both BD and DH will also be shorter in length than BH.

Thus, we see that BH will be longer than all other diagonals, meaning B and H are the points that are the farthest from each other. Solving for the exact value of BH then should not be difficult.

In our question we know that:

l = 10 inches

w = 10 inches

h = 5 inches

Let’s consider the right triangle DHB. DH is the length, so it is 10 inches.

DB is the diagonal of the right triangle DBC. If DC = w = 10 and BC = h = 5, then we can solve for DB^2 using the Pythagorian Theorem:

DB^2 = DC^2 + BC^2

DB^2 = 10^2 + 5^2 = 125

Going back to triangle DHB, we can now say that:

BH^2 = HD^2 + DB^2

BH^2 = 10^2 + 125

BH = √(225) = 15

Thus, our answer to this question is A.

Similarly, which two points on a cylinder will be the farthest from each other? Let’s examine the following practice GMAT question to find out:

*The radius of cylinder C is 5 inches, and the height of cylinder C is 5 inches. What is the greatest possible straight line distance, in inches, between any two points on a cylinder C?*

*(A) 5 * √2*

*(B) 5 * √3*

*(C) 5 * √5*

*(D) 10*

*(E) 15*

Look at where the farthest points will lie – diametrically opposite from each other and also at the opposite sides of the length of the cylinder:

The diameter, the height and the distance between the points forms a right triangle. Using the given measurements, we can now solve for the distance between the two points:

Diameter^2 + Height^2 = Distance^2

10^2 + 5^2 = Distance^2

Distance = 5 * √5

Thus, our answer is C.

In both cases, if we start from one extreme point and traverse every length once, we reach the farthest point. For example, in case of the rectangular solid, say we start from H, cover length l and reach D – from D, we cover length w and reach C, and from C, we cover length h and reach B. These two are the farthest points.

*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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