This week, the internet exploded with a massive Twitter feud between rappers Kanye West and Wiz Khalifa, with help from their significant others and exes. For days now, hashtags unpublishable for an education blog have topped the trending lists, all as a result of the epic social media confrontation. And all of THAT originated from a classic GMAT mistake from the Louis Vuitton Don – a man who so loves his hometown Kellogg School of Management that he essentially named his daughter Northwestern – himself:
Kanye didn’t consider all the possibilities when he saw variables.
A brief history of the beef: there was musical origin, as Wiz wanted a bit of credit for his young/wild/free friends for the term “Wave,” as Kanye changed his upcoming album title from Swish to Waves. But where things escalated quickly all stemmed from Wiz’s use of variables in the following tweet:
Hit this kk and become yourself.
Kanye, whose wife bears those exact initials, K.K., immediately interpreted those variables as a reference to Kim and lost his mind. But Wiz had intended those variables kk to mean something entirely different, a reference to his favorite drug of choice. And then…well let’s just say that things got out of hand.
So back to the GMAT: Kanye’s main mistake was that he didn’t consider alternate possibilities for the variables he saw in the tweet, and quickly built in some incorrect assumptions that led to disastrous results. Do not let this happen to you on the GMAT! Here’s how it could happen:
1) Forgetting about not-obvious numbers.
If a problem, for example, defines k as 10 < k < 12, you can’t just think “k = 11” because you don’t know that k has to be an integer. 11.9 or 10.1 are also possibilities. Similarly if k^2 = 121, you have to consider that k could be -11 as well as it could be 11.
Ultimately, that was Yeezy’s mistake: he saw KK and with tunnel vision saw the most obvious possibility. But why couldn’t “KK” have been Krispy Kreme or Kyle Korver or Kato Kaelin? Before you leap to conclusions on a GMAT variable, see if there’s anything else it could be.
2) Assuming that each variable must represent a different number.
This one is a bit more nuanced. Suppose you were asked:
For positive integers a and b, is the product ab > 1?
(1) a = 1
With that statement, you might start thinking, “Well if a is 1, b has to be something else…” but all the variable b really means is “a number we don’t know.” Just because a problem assigns two different variables does not mean that they represent two different numbers! B could also be 1…we just don’t know yet.
Where this manifests itself as a problem most often is on function problems. When people see the setup, for example:
The function f is defined for all values x as f(x) = x^2 – x – 1
They’ll often be confused when that’s paired with a question like, “Is f(a) > 1?” and a statement like:
(1) -2 < a < 2
“I know about f(x) but I don’t know anything about f(a),” they might say, but the way these variables work, f(x) means “the function of any number…we just don’t know which number” so when you then see f(a), a becomes that number you don’t know. You’ll do the same thing for a: f(a) = a^2 – a – 1. What goes in the parentheses is just “the number you perform the function on” – the function doesn’t just apply to the variable in the definition, but to any number, variable, or combination that is then put in the parentheses.
The real lesson here is this: variables on the GMAT are a lot like variables in Wiz Khalifa’s Twitter feed. You might think you know what they mean, but before you stake your reputation (or score) on your response to those variables, consider all the options. Hit this GMAT and become yourself.
By Brian Galvin.