GMAT Quantitative Reasoning case studies
GMAT Quantitative Reasoning · Put your knowledge to work in context.
GMAT Quantitative Reasoning is the mathematics portion of the GMAT exam, used by graduate business schools as one signal of readiness for quantitative coursework. It suits applicants to MBA and specialized master's programs who need to demonstrate comfort with numbers under time pressure, including candidates from non-technical backgrounds. The section tests arithmetic, algebra, geometry, and multi-step word problems, and in the current GMAT format it also draws on data-sufficiency-style reasoning: deciding whether given information is sufficient to answer a question rather than simply computing an answer. Preparation works best as a staged process. Topics on this exam: Arithmetic, Algebra, Geometry, Word Problems, and Data Sufficiency Reasoning. The GMAT Quantitative Reasoning case studies are 5 cases and about 1,608 words.
1The Commuter's Choice
A commuter has two options for getting to work: driving or taking the train. Driving costs 0.60 per mile for gas and wear, plus a flat 12 daily parking fee. The train costs 3.50 per ride, and the commuter needs to take the train twice a day (round trip). The commuter's workplace is 18 miles from home.
315 words, about 2 min2The Profit Margin Puzzle
A small business sells handmade candles. The cost to produce each candle is 4.50, and fixed monthly costs are 2,400. The selling price is $12 per candle. Currently, the business sells 400 candles per month.
357 words, about 2 min3The Garden Geometry
A rectangular garden is 20 meters long and 12 meters wide. The owner wants to install a gravel path of uniform width around the garden, outside its borders. The path will increase the total area (garden plus path) to 1.5 times the garden's original area. The gravel costs 8 per square meter, and the owner has a budget of 1,200 for the path.
371 words, about 2 min4The Data Sufficiency Decision
A student is solving a data sufficiency problem: 'What is the value of x?' Statement (1): x² = 16. Statement (2): x is positive. The student must determine whether the statements provide sufficient information to answer the question. The student knows that in data sufficiency, each statement should be considered independently, and the answer choices are: A) Statement (1) alone is sufficient, but statement (2) alone is not; B) Statement (2) alone is sufficient, but statement (1) alone is not; C) Both statements together are sufficient, but neither alone is; D) Each statement alone is sufficient; E) Statements together are not sufficient.
269 words, about 1 min5The Arithmetic Progression Problem
A sequence of numbers is defined as follows: the first term is 5, and each subsequent term is obtained by adding 3 to the previous term. The sequence continues for 20 terms. A student is asked to find the sum of all terms in the sequence. Additionally, the student is told that the sum of the first n terms is given by the formula S n = n/2 (2a + (n-1)d), where a is the first term and d is the common difference.
296 words, about 1 min