When I was a child, I was terrified of riptides. Partially, this was a function of having been raised by unusually neurotic parents who painstakingly instilled this fear in me, and partially this was a function of having inherited a set of genes that seems to have predisposed me towards neuroticism. (The point, of course, is that my parents are to blame for everything. Perhaps there is a better venue for discussing these issues.)
If there’s a benefit to fears, it’s that they serve as potent motivators to find solutions to the troubling predicaments that prompt them. The solution to dealing with riptides is to avoid struggling against the current. The water is more powerful than you are, so a fight is a losing proposition – rather, you want to wait for an opportunity to swim with the current and allow the surf to bring you back to shore. There’s a profound wisdom here that translates to many domains, including the GMAT.
In class, whenever we review a strategy, my students are usually comfortable applying it almost immediately. Their deeper concern is about when to apply the strategy, as they’ll invariably find that different approaches work with different levels of efficacy on different problems. Moreover, even if one has a good strategy in mind, the way the strategy is best applied is often context-dependent. When we’re picking numbers, we can say that x = 2 or x = 100 or x = 10,000; the key is not to go in with a single approach in mind. Put another way, don’t swim against the arithmetic currents.
Let’s look at some questions to see this approach in action:
At a picnic there were 3 times as many adults as children and twice as many women as men. If there was a total of x men, women, and children at the picnic, how many men were there, in terms of x?
The moment we see “x,” we can consider picking numbers. The key here is contemplating how complicated the number should be. Swim with the current – let the question tell you. A quick look at the answer choices reveals that x could be something simple. Ultimately, we’re just dividing this value by 2, 3, 4, 5, or 6.
Keeping this in mind, let’s think about the first line of the question. If there are 3 times as many adults as children, and we’re keeping things simple, we can say that there are 3 adults and 1 child, for a total of 4 people. So, x = 4.
Now, we know that among our 3 adults, there are twice as many women as men. So let’s say there are 2 women and 1 man. Easy enough. In sum, we have 2 women, 1 man, and 1 child at this picnic, and a total of 4 people. The question is how many men are there? There’s just 1! So now we plug x = 4 into the answers and keep going until we find x = 1. Clearly x/4 will work, so C is our answer. The key was to let the question dictate our approach rather than trying to impose an approach on the question.
Let’s try another one:
Last year, sales at Company X were 10% greater in February than in January, 15% less in March than in February, 20% greater in April than in March, 10% less in May than in April, and 5% greater in June than in May. On which month were sales closes to the sales in January?
Great, you say. It’s a percent question. So you know that picking 100 is often a good idea. So, let’s say sales in January were 100. If we want the month when sales were closest to January’s level, we want the month when sales were closest to 100, Sales in February were 10% greater, so February sales were 110. (Remember that if sales increase by 10%, we can multiply the original number by 1.1. If they decrease by 10% we could multiply by 0.9, and so forth.)
So far so good. Sales in March were 15% less than in February. Well, if sales in Feb were 110, then the sales in March must be 110*(0.85). Hmm… A little tougher, but not insurmountable. Now, sales in April were 20% greater than they were in March, meaning that April sales would be 110*(0.85)*1.2. Uh oh. Once you see that sales are 10% less in May than they were in April, we know that sales will be 110*(0.85)*1.2*0.9.
Now you need to stop. Don’t swim against the current. The arithmetic is getting hard and is going to become time-consuming. The question asks which month is closest to 100, so we don’t have to calculate precise values. We can estimate a bit. Let’s double back and try to simplify month by month, keeping things as simple as possible.
Our February sales were simple: 110. March sales were 110*0.85 – an unpleasant number. So, let’s try thinking about this a little differently. 100*0.85 = 85. 10*0.85 = 8.5. Add them together and we get 85 + 8.5 = 93.5. Let’s make life easier on ourselves – we’ll round up, and call this number 94.
April sales are 20% more than March sales. Well, 20% of 100 is clearly 20, so 20% of 94 will be a little less than that. Say it’s 18. Now sales are up to 94 + 18 = 112. Still not close to 100, so we’ll keep going.
May sales are 10% less than April sales. 10% of 112 is about 11. Subtract 11 from 112, and you get 101. We’re looking for the number closest to 100, so we’ve got our answer – it’s D, May.
Takeaway: Don’t try to impose your will on GMAT questions. Use the structural clues of the problems to dictate how you implement your strategy, and be prepared to adjust midstream. The goal is never to conquer the ocean, but rather, to ride the waves to calmer waters.