Posted on
01
Feb 2022

## Executive Assessment Exam (EA) – Quant Section

We know what you’re thinking: math is a scary subject and not everyone can excel at it. When attempting math on the Executive Assessment – better known as the EA – the stakes may seem much higher. Especially since there is a whole section dedicated to math that you need to prepare for. There is good news though, the EA is not actually testing your math skills, but rather your creative problem-solving skills through math questions. Furthermore, the EA Quant Section only requires that you have sound knowledge of high-school-level mathematics. So, you just need to practice your fundamentals and learn how to use them to solve specific EA problems and find solution paths that work to your advantage.

The EA Quant Section contains a total of 14 questions, and you are given 30 minutes to complete all of them. This gives you about 2 minutes to solve each question, so in most cases, the regular way of solving math equations that you were taught in high school will not cut it. To succeed on the EA you must find the optimal problem-solving strategy for each question type. This can seem a daunting start, so our expert instructors at Apex GMAT recommend that you start your quant section prep with a review. Look over the types of EA questions asked in the test and review the math fundamentals which you may not have been using in your day-to-day life.

## What types of questions will you find in the EA Quant Section?

There are 2 main types of questions you should look out for when preparing to take the GMAT exam:

### Data Sufficiency Questions

For this type of EA question you don’t generally need to do calculations. However, you will have to determine whether the information that is provided to you is sufficient enough to answer the question. These questions aim to evaluate your critical thinking skills.

They generally contain a question, 2 statements, and 5 answer choices that are the same in all EA data sufficiency questions.

Here is an example of a Data Sufficiency Question:

(1) 9x-1 = 3
(2) 3x-3 = 19

A) Statement (1) ALONE is sufficient, but statement (2) alone is not sufficient.
B) statement (2) ALONE is sufficient, but statement (1) alone is not sufficient.
C) Both statements TOGETHER are sufficient, but NEITHER statement ALONE is sufficient.
D) EACH statement ALONE is sufficient.
E) Statements (1) and (2) TOGETHER are NOT sufficient.

### Problem Solving Questions

This question type is pretty self-explanatory: you’ll have to solve the question and come up with a solution. However, you’ll be given 5 answer choices to choose from. Generally, the majority of questions in the quant section of the EA will be problem-solving questions as they clearly show your abilities to use mathematical concepts to solve problems.

Here is an example of an EA problem-solving question from the official GMAC itself:

In a certain town of 4,000 residents, 40 percent of the residents are registered voters and 25 percent of the registered voters voted in the mayoral election. How many of the town’s registered voters voted in the mayoral election?

A) 400
B) 600
C) 1,000
D) 1,600
E) 2,600

## The main concepts you should focus on

The one thing that you need to keep in mind when starting your EA prep is the level of math you need to know before going in for the Quant section. All you’ll need to master is high-school-level math. That being said, once you have revised and mastered these math fundamentals, your final step is learning how to apply this knowledge to actual EA problems and you should be good to go. This is the more challenging side of things but doing this helps you tackle all the other problem areas you may be facing such as time management, confidence levels, and test anxiety

Here are the 3 main groups of questions on the quant section of the EA and the concepts that you should focus on for each:

### Algebra

• Algebraic expressions
• Equations
• Functions
• Polynomials
• Permutations and combinations
• Inequalities
• Exponents
• Coordinate Planes

• Profit
• Sets
• Rate
• Interest
• Percentage
• Ratio
• Mixtures

### Arithmetic

• Number theory
• Percentages
• Basic statistics
• Power and root
• Integer properties
• Decimals
• Fractions
• Probability
• Real numbers

## 5 tips to improve your  EA Quant skills

1. Master the fundamentals! This is your first step towards acing this section of the EA. As this section only contains math that you have already studied thoroughly in high school, you’ll only need to revise what you have already learned and you’ll be ready to start practicing some real EA problems.

2. Practice time management! This is a crucial step as every single question is timed and you won’t get more than 2 minutes to spend on each question. That is why you should start timing yourself early on in your EA prep, so you get used to the time pressure.

3. Know the EA question types! This is something that you will learn once you get enough practice with some actual EA questions. That way, you’ll be able to easily recognize different question types and you’ll be able to use your preferred solution path without losing time.

4. Memorize the answer choices for the data sufficiency questions! These answers are always the same and their order never changes. Memorizing them will help you save precious time that you can spend elsewhere. To help you better memorize them, we are sharing an easier and less wordy way to think of them:

A) Only statement 1
B) Only statement 2
C) Both statements together
D) Either statement
E) Neither statement

5. Make use of your scrap paper! There is a reason why you’re provided with scrap paper, so make sure to take advantage of it. You will definitely need it to take notes and make calculations, especially for the problem-solving questions that you will come across in this EA section.

## Final Thoughts

It’s true that math might seem like a scary subject and that’s why many people fear struggling with the EA quant section. Yet, it can be easily conquered with the right strategy and prep process. You just need to get acquainted with the question types, assess your skill level related to them and work, work, work until you become confident enough to crack that EA Quant section.

## Solutions:

EA Data Sufficiency Questions: The answer is D. EACH statement ALONE is sufficient.
EA Problem Solving Question: The answer is A) 400.

Contributor: Bilhen Sali

Posted on
17
Aug 2021

## GMAT Arithmetic 101- All You Need To Know

By: Apex GMAT
Date: 17 August 2021

While studying and preparing for the GMAT quant section, you might have come across some different types of GMAT arithmetic questions. These are actually quite common in the quantitative reasoning section and can be often intertwined with other GMAT algebra and GMAT geometry questions.

These usually come in 2 different formats: data sufficiency problems and problem-solving. The former have a very particular structure where you will have to determine whether the 2 statements are enough to come up with a solution. The latter type of problem requires you to actually solve the problem and derive a proper solution.

#### Arithmetic Concepts you need to revise

These are the arithmetic concepts you’ll need to know before you start practicing. Make sure to revise these fundamentals:

#### How to solve a GMAT arithmetic problem?

The number 1 thing you need to keep in mind when dealing with GMAT arithmetic problems is that the concepts that you’ll come across are fairly simple. You can easily revise these concepts because they are all things we study in high-school-level math. But here’s the kicker: the way these concepts are incorporated into the GMAT problems makes them more challenging, especially when the GMAT arithmetic problems are intertwined with GMAT algebra problems or even GMAT geometry problems. That is where things get tricky, as you need to apply your knowledge in a much more complicated setting that incorporates more than one concept. However, it all comes down to knowing the basics of arithmetics, which we can also refer to as the mechanics of the problem.

In order to help you better understand how to go about a GMAT arithmetic question, we will discuss an arithmetic problem and its solution and solution paths. In this GMAT problem, we are going to see how even the simplest mathematical concepts can become more challenging given the way the problem is formulated and structured.

#### Problem (GMAT Official Guide 2018)

When positive integer x is divided by positive integer y, the remainder is 9.
If x/y = 96.12, what is the value of y?

(A) 96
(B) 75
(C) 48
(D) 25
(E) 12

Solution:
In this case, you will have to revise the properties of numbers in order to properly find a solution to the problem.
When x is divided by y, the remainder is 9. So x=yq + 9 for a random positive integer q.
After dividing both sides by y, we get: x/y = q + 9/y.
But, x/y= 96.12 = 96 + 0.12.
Equating the two expressions for x/y gives q + 9/y= 96+0.12.
Thus:

q=96 and 9/y= 0.12
9=0.12y
y=9/0.12
y=75

Now that we went over the solution path for an arithmetic problem on the GMAT exam, you are ready to start your prep. Keep in mind that you should not overthink the questions. Some of them might really look challenging and complex. However, the solution paths can be fairly easy and it ultimately comes down to knowing the “mechanics” of the question.

Posted on
14
Apr 2021

## GMAT Percentage Problems

Hey guys, GMAT Percentage problem/s are commonplace on the GMAT and today we’re going to take a look at one that is straightforward but could very easily get you caught up with the math. In this problem, notice that there’s the word “approximately.” That always means there’s an Estimation Solution Path. We’ll take a look at that first but then we’re going to look at a Scenario Solution Path, which for many people is a lot more natural. In addition to seeing that word approximately you can see that there’s this massive spread within the answer choices. Once again pushing us towards an Estimation Solution Path.

#### Estimation Solution Path

So let’s dive in: The unemployment rate is dropping from 16% to 9% and your quick synthesis there should be: okay it’s being cut about in half or a little less than half. And monitoring that directionality is important. Additionally, the number of workers is increasing. So we have lower unemployment but a greater number of workers. So we have two things, two forces working against one another. If the number of workers were remaining equal then our answer would be about a 50% decrease or just under a 50% decrease, so like 45% or something like that. But because we’re increasing the number of workers, our decrease in unemployment is lower. That is we have more workers, so we have a larger number of unemployed so we’re not losing as many actual unemployed people and therefore our answer is B: 30% decrease.

#### Scenario Solution Path

If we want to take a look at this via Scenario, we can always throw up an easy number like 100. We begin with 100 workers and 16% are unemployed so 16 are unemployed. Our workers go from 100 to 120. 9% of 120 is 9 plus 0.9 plus 0.9 = 10.8% or 11%. What’s the percentage decrease from 16 to 11? Well it’s not 50, that’s too big. It’s not 15, that’s too small. It’s about 30 and the math will bear us out there.

So thanks for watching guys! Check out the links below for other GMAT percentage problem/s and we look forward to seeing you again real real soon.

Another GMAT percentage problem

Posted on
21
Jan 2021

## Rope Problem – Graphic Solution Path

Hi guys! Today we’re going to look at the rope problem. And this is a fairly straight forward problem with an excellent graphic solution path. But there are some obstacles in our way to that graphic solution path.

## Obstacles To Avoid

The first thing to watch out for here is the phrasing of the problem. You’ll notice it is phrased in an awkward way: rather than telling us where the rope is cut, it tells us one length relative to the other. The other obstacle is that we immediately want to jump into the math. Either setting up an algebraic equation or, otherwise, not visualizing the rope.

And this is an error not because it’s that much more difficult to do it mathematically, but because it’ll take you a bit more time and it will be less clear. You won’t be as confident in your answer choice relative to actually being able to see it.

## Visualize the Problem

So, what you want to do is visualize the actual rope. And we’ve got one right here. So, if this is 40 feet long, and one side is 18 feet longer than the other then we wanna take the 18 and make that the longer piece, and then the other two pieces are distributed among the short side and the rest of the long side. Once we have that we can say, well, if this long part here is 18, then these two pieces must be 22 they also must be equal. And this is much quicker and clearer than setting up an equation 2x+18 = 40

We’re doing the same thing but here it’s easy to say: okay, 11; 11+18 is 29, that gets us our 40. And we’re there, we’re confident, we move on.

This is a great example of a straightforward problem that can be done in 15 seconds and if you’re doing it in a minute you’re spending too much time. Hope this helps, and we’ll see you guys next time!

For other problem related to this, try out the Test Averages Problem.

Posted on
15
Jan 2021

## Counting Primes Exponent Inequality – GMAT Problem

Today, we are looking at counting a primes exponent inequality problem. Despite all those scary terms, this one is actually fairly straightforward once you master the ability to count prime factors.

Counting primes is all about understanding how many versions of each prime are necessary to construct the entire prime factorization of an integer. In this problem, we are comparing 25s and 5s and we are being asked how many 25s versus how many 5s there are.

Notice how we are not diving into the math immediately. We are first putting this in terms of counting only. 5 to the 12th means that we are actually multiplying 5 by itself 12 times. Like this: 5x5x5x5x5x5x5x5x5x5x5x5. We can now say we have 12 fives. The question then becomes: how many 25s is this equivalent to?

We are now looking for inequality by forming a baseline of equivalents. We now understand how much too many or too few would be. The key question here is how many 5s make up 25? The answer is not 5: we are not dividing or multiplying. 2 prime factors of 5 make 25. 5×5. That is 25=5 square. We wouldn’t know how many 25 it takes to hate more than 12 5s. Where each 25 is the equivalent of 2 5s, 6 25s is the same as 12 5s. So, we need now a 7th 25 in order to have more 5s than the 12 5s on the other side.

For additional problems like this, especially counting primes and number theory problems, check out these videos.

Posted on
14
Jan 2021

## Averages Problem No.1 : Test Averages

Hey guys, today we’re going to take a look at the test averages problem. This is a very straightforward mathematically oriented average problem or at least it can be. But there are very strong graphic solution paths here and there’s also a really strong sort of intuitive running tally counting solution path here. We’re going to start out with the math though, just because that’s how a lot of people are familiar with this problem. Before we jump into the heavier duty quicker sort of stuff.

## Doing the Math

So to solve this problem we want to take an average. But one of the components of our average is missing. So we have four things with an average of 78, and a fifth unknown. That means we can assume that each of the first four exams were 78. So we’ve got 4 times 78 plus X over 5. The total number of exams is going to give us our average of 80. Then through algebra, algebraic manipulation we multiply the 5 over, we get 400 equals 4 times 78 plus x. The 4 times 78 is 312. We subtract that off the 4 and that brings you to 88. Answer choice E.

## Graphic Solution Path: Poker Chips

Let’s take a look at this a little differently. One of the ways I like looking at averages is imagining stacks of poker chips and you can have stacks of anything. I like poker chips because they fit together and you can make two stacks equal very easily so what we’re being told here is we have four stacks of 78 a fifth unknown stack but if we equalize them all that is if we take chips off of the unknown stack and distribute them all the stacks will be 80. That means that the fifth stack needs to be 80 and then it needs two poker chips for each of the other four stacks to bring those 78’s up. We can also envision this as just a rectangle our goal is 80 but we have 78, and our goal is five tests but we have four so we have 78 by four here. And then 80 by 5 here what’s missing is the full 80 and then 2 on each of four stacks of 48.

## Running Tally Method: Intuitive Approach

The most powerful way to handle this problem though is probably by doing a running tally. Don’t even worry about the visualization but rather notice that, I’ve got 47 8s each of those are too short so I’m two, four, six. eight points short on the last test. I need to get the 80 that I want plus those eight points that I’m short bringing us to 88. And anybody who’s sweated like A+, B+, A- or a C+, B- has done this math. So if you characterize it like that a lot of times it becomes much more intuitive and once again allows you to cultivate confidence for a deeper treatment and more complex averages problems and mean problems check out the snack shop problem, check out the company production problem and there’s a great ds problem that we do the trade show problem you’ll find links to all of them just below and I hope this helped.

Enjoyed this Averages Problem ? Try another type of GMAT problem to get familiar with all question types on the exam: Remainder Number Theory Problem.

Posted on
17
Sep 2020

## Which Is The Greatest – GMAT Problem

Today we’re going to look at a GMAT problem that screams for estimation but can really tie you in knots if you don’t have the right pivot question, the right perspective. Of the following which is greatest? And on its surface this would seem like a straightforward question except of course the GMAT being the GMAT they’re going to give you a bunch of numbers that are going to be hard to interpret. One part of this problem is simply training. The square root of 2, the square root of 3, the square root of 5. These are common, especially root 2 and root 3 because we see them a lot on triangle problems.

## Get Familiar With Identities

And knowing these identities by heart as an estimate is really, really valuable just for being able to get a bearing whether you’re on a geometry problem and you’re trying to navigate or make sure that your answer seems correct or if you’re in a problem like this knowing these identities root 2 is 1.4, root 3 is 1.7, root 5 is 2.2 is useful as a touchstone.

## Break Down The Problem

But this problem in general and the greater problem can be broken down not by saying oh well this is 1.4, this is 1.7, but by asking ourselves well logically which is bigger which is smaller. Remember it’s a multiple choice exam and they’re asking for the biggest or the smallest or whatever it is but these are opportunities to compare not nail down knowledge and this attitude is exceptionally vital for the data sufficiency but it crops up in problem solving a lot more than people might care to admit.

Especially if you’ve been there just trying to study and study and study and get to a precise answer on a lot of these things. So, let’s start just by taking a look at a few things. First square root of three square, root of two which one’s larger? If you said root three you are correct. How much larger? That might be a little bit more difficult to ascertain but if you say 1.7 versus 1.4 maybe 20 percent larger 3 is 50% larger than 2 so root 3 is going to be some smaller percentage larger than root two. But either way we know that root three is the bigger one it’s going to be the dominant value so the question becomes how much larger? Or which part of the answer drives the answer choice?

## What Do We Know?

So we know that the integers 2 and 3 are more meaningful, larger than the square roots because the square roots are components of those integers. So between A and B, a drives the question that is the three drives the root two more than the two drives the root three. We can take a look at the following two and notice that both of them are around root three.

That is if we take apart the ugly part, which is the square root and take a look at the rest of it – four over five, five over four, these numbers are about one and compared to the two root three we have and the three root two which we’ve already decided is even stronger we don’t really need to entertain C and D all that much. Just to understand that oh they’re about a root three and that’s not going to be enough.

## Looking At Answer Choice E

Finally, we have E. E is a little funky but we can ask ourselves how many times will root 3, will this 1.7 go into 7 and we get this answer that it’s a bit below 4. Compared with 3 root 2 which is 4.2 (3 times 1.4), we still have a driving the answer. You guys see how this is a marriage of doing a little bit of estimation but also really keeping your framing as is this greater or less than. Now we’ve included a bunch of other different answer choices here for you to take a look at play around with it and see if you can get yourself familiar with comparing these things because the GMAT is only going to come at you with things like square roots that are unfamiliar.

So it’s a fairly defined GMAT problem in that sense. I hope this helps, questions below, like us, subscribe, keep checking in and we’ll see you again real soon.

If you enjoyed this GMAT problem, try these problems next: Probability problem, and the Speed Distance problem.

Posted on
12
Feb 2019

## Profit & Loss Problem Form

The profit and loss problem form that this problem fits into is one that has strong DSM’s into mathematics. Here we are tempted to do the math in part because that’s so easy. It’s so available to us.

This is characteristic of a mid-level arithmetic problem where there are some shifts and shimmies but overall it’s a fairly straightforward problem that utilizes no more than the four basic operations. So, on the one hand, this profit and loss problem is pre-algebra or even some sort of grade school math. On the other hand, this makes the solution path much more elusive.

Before we dive into solving this problem, let’s take a look at it:

The total cost of Company X to produce a batch of t-shirts is \$5,000 plus \$2 per t-shirt. Each t-shirt sells for \$12. The gross profit earned from producing and selling these t-shirts is the total income from the sales minus total production costs. If a batch of 20,000 t-shirts is produced and sold, then Company X’s profit per t-shirt is?

A. \$9.00
B. \$9.50
C. \$9.75
D. \$10.00
E. \$11.75

## Solving the Problem Using Math

So of course we can follow the math. We can add up all the costs, five thousand plus two dollars, times twenty thousand. Then contrast that with the revenue that comes in which is 12×20,000. But then we’re left with the ugly division problem that brings us to the profit per t-shirt, this is where the GMAT sticks us.

Instead of handling this in aggregate, it’s strongly preferable to handle it with a higher level solution path. Let’s take a look at a few:

## Higher Level Solution Path: Distribution

One way to do this is to distribute the fixed cost over the cost per t-shirt. This is actually a lot easier than it seems. Twenty thousand t-shirts, five thousand dollars, five over twenty is one-quarter.

Therefore, it costs one-quarter per t-shirt in addition to the two dollars in variable cost. So, twelve minus two is equal to ten dollars, minus one quarter is equal to nine dollars and seventy-five cents.

## Higher Level Solution Path: Graphical Equalization

We can also use a graphic equalization method in order to get to the same conclusion. If the numbers were more complicated, understanding that that shift is one-quarter down. That is the fixed cost is one-quarter down.

Then we know we’re looking for something that ends in a seventy-five cents. That allows us to eliminate all the answer choices that don’t end in 0.75. Then we can use scale to determine that 9.75 is the correct answer.

## Practice Problems

There are more complicated versions of this problem form. In particular, I’d encourage you to explore being told that the t-shirt company is breaking even. Then determining the amount of variable costs or fixed cost that’s there or even the production run. Similarly, you can be given a target profit or loss, the break-even just being the zero, so it’s a bit easier and you have to reverse engineer the relationships.

Once again, this doesn’t have to be done algebraically. As you begin to appreciate the subtlety of the ratio between costs production run and total P&L all of these problems should be simplified and should be very straightforward.

Continue your GMAT practice with the GMAT problem.