The Data Insights section of the GMAT plays an essential role in your overall score, contributing one-third to your total. Beyond this direct contribution, the skills gained from preparing for Data Insights also enhance your abilities in both the quantitative and verbal sections. This makes a thorough and complete understanding of all Data Insights concepts vital in any effective GMAT preparation course. In the DI section, you will face five question types: data sufficiency (DS), table analysis (TA), two-part analysis (TPA), graphics interpretation (GI), and multi-source reasoning (MSR). Each question presents information in different forms, including tables, graphics, passages, or statements, followed by response options. Your task is to analyze the given information, connect the relevant details, and select the correct response based on the question’s requirements. In data sufficiency, there is one correct answer, while in other types, most questions require multiple responses, with no partial credit awarded unless every answer is correct.
GMAT Data Insights Prep: Data Sufficiency (DS) Questions
Data Sufficiency, or DS, is one of the most intriguing and unique aspects of the GMAT. Its structure is different from what students typically encounter in their academic studies, which is why it can feel unfamiliar at first. Rather than asking you to solve a problem directly, a DS question tests whether the provided information is enough to solve it. What the GMAT truly evaluates here is not your speed in calculation, but your ability to assess sufficiency with clarity and calmness. Once you understand the pattern, DS will seem less like a puzzle and more like a logical exercise. Of the 20 questions in the Data Insights section of the GMAT, 5 to 7 are DS questions, making comprehensive preparation for Data Sufficiency essential in any reliable GMAT prep course.
Approach for Solving GMAT Data Sufficiency Questions
Start by evaluating statement 1 on its own, then do the same with statement 2. Based on that, choose between A, B, or D. Only if both statements are insufficient, should you combine them. If together they are sufficient, select C; if not, go with E. Remember, combining should be your final step when both statements fail individually. The following video explains this approach, demonstrates how it works, and prepares you to apply it effectively in GMAT drills, sectional tests, and GMAT full-length mock tests.
Approach for Solving GMAT DS Questions
GMAT Data Sufficiency Flowchart
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When Is a Statement Considered Sufficient on GMAT DS
A GMAT Data Sufficiency statement is considered sufficient only if it gives you a clear, consistent answer—whether that’s a single value, yes, or no. If the statement leads to multiple possible values or allows both yes and no answers, creating uncertainty, then the statement is insufficient. The video below explains this concept in more detail, offering intuitive, real-world examples to help you naturally apply this definition of sufficiency when solving GMAT Data Sufficiency questions.
When is a Statement Considered Sufficient on DS
GMAT DS Trap 1: Statements Leading to Inconsistent Answers
In GMAT Data Sufficiency, a statement is sufficient only if it leads to one clear, consistent result: a specific value, a definite yes, or a definite no. Consistency eliminates confusion, stops contradictions, and ensures the information resolves the question. If the outcomes differ, the statement is insufficient. The following video illustrates this trap with simple examples and provides guidance on how to avoid it during the GMAT.
DS Trap 1: Statements Leading to Inconsistent Answers
GMAT DS Trap 2: Combining the Statements Unnecessarily
In GMAT Data Sufficiency, answer choice C says that both statements together are enough, but neither on its own is. So, in DS, you only combine the statements after testing each one individually and finding that neither provides a unique, consistent answer. First, check statement 1. Then, check statement 2. Only combine them if both fall short. The following video explores this trap in detail through examples and offers guidance on how to handle it in GMAT Data Sufficiency questions.
DS Trap 2: Combining the Statements Unnecessarily
GMAT DS Trap 3: Not Recognizing That a Consistent “No” is Sufficient
In GMAT Data Sufficiency, a statement is sufficient if it leads to a clear, definite conclusion. A firm “no” works just as well. For example: Question: Is x = 7? Statement: x is even. Since 7 isn’t even, the answer is a definite no, making the statement sufficient. The following video breaks down this trap with clear, practical examples and demonstrates how to approach it in GMAT Data Sufficiency questions.
DS Trap 3: Not Seeing That a Consistent “No” is Sufficient
GMAT DS Trap 4: Overlooking Exceptions
In GMAT Data Sufficiency, hidden exceptions can turn a sufficiency answer upside down. Recognizing these exceptions helps you avoid traps and keeps your answers on track. Never assume that absolute values or claims are always positive. Test with zero, negatives, fractions, and boundary values. Always evaluate each statement for a clear, consistent result before combining them. The following video delves into this trap with worked examples and provides guidance on how to avoid it in GMAT Data Sufficiency questions.
DS Trap 4: Overlooking Exceptions
GMAT DS Trap 5: Problems That Feel Too Easy – The Biggest Trap
In GMAT Data Sufficiency, if a question seems too obvious, take a moment. You might be overlooking something. Reevaluate your assumptions, test each statement individually, and aim for a unique, consistent conclusion. Look out for exceptions, edge cases, and limits. Pay attention to the details in wording and definitions before concluding sufficiency. The following video explains this trap using simple, clear examples.
DS Trap 5: Problems That Feel Too Easy
GMAT DS Worked Examples: Three Conceptual Problems
Having learned the approach to solving GMAT Data Sufficiency questions, understood the common traps, and explored strategies to avoid them, it is now time to practice with real GMAT-style questions. The following video features three seemingly simple Data Sufficiency problems that give you the opportunity to apply the strategies you’ve just reviewed and tackle the traps we discussed earlier. While the underlying concept is basic – focusing on even and odd integers – these problems add layers of complexity beneath their apparent simplicity. If you find yourself quickly arriving at answers, you may be overlooking a key detail. Pause the video, attempt each problem on your own, and then watch the trainer solve them in a clear, efficient, and intuitive way, reflecting the approach you should use when facing similar questions on the actual GMAT. Happy solving!
DS: 3 Interesting Worked Examples
Data Sufficiency Practice Questions with Explanations | GMAT Data Insights DS
DS Practice Question 1
Written Explanation
statement (1):
When x = 4 (mean: 5.8, median: 5), we get ‘Yes’ as an answer. When x = 7 (mean: 6.4, median: 7), we get ‘No’ as an answer.
statement (2):
For the lowest possible value of x, when x = 8 (mean: 6.6, median: 7), we get ‘No’ as an answer. For higher values of x, such as when x = 20 (mean: 9, median: 7), we get ‘Yes’ as an answer. Insufficient.
Combining both, both the possibilities explained in statement II still exist. Insufficient.
Hence, E is the correct answer choice.
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DS Practice Question 2
Written Explanation
statement (1)
50% students in the class know English.
20% students know French.
No information about students speaking Spanish can be derived.
The percentage of students knowing Spanish = A + B + C + D cannot be determined. Insufficient.
statement (2)
30% of those who know English, know Spanish.
So, A + B is 30% of those who know English.
50% of those who know French, know Spanish.
So, B + C is 50% of those who know English.
Percentage of students knowing English is not known.
Percentage of students knowing French is not known.
Percentage of students knowing only Spanish = D is not known.
The percentage of students knowing Spanish = A + B + C + D cannot be determined. Insufficient.
statement (1) and statement (2) combined
50% students in the class know English, as per statement (1).
30% of those who know English, know Spanish, as per statement (2).
So, percentage of students who known English and Spanish = A + B = 50% X 30% = 15%.
20% students in the class know French, as per statement (1).
50% of those who know French, know Spanish, as per statement (2).
So, percentage of students who known French and Spanish = B + C = 20% X 50% = 10%.
Percentage of students knowing all the three languages = B is not known.
Percentage of students knowing only Spanish = D is not known.
The percentage of students knowing Spanish = A + B + C + D cannot be determined. Insufficient.
E is the correct answer choice.
DS Practice Question 3
Written Explanation
statement (1)
x2 – 7x + 8 = 0
This is a quadratic equation with 2 roots. (Please note that the exact answer is not required to be calculated in a Data Sufficiency question.)
So, there will be two values of x. Insufficient.
statement (2)
x2 – 14x + 49 = 0
A quadratic equation has 2 roots; but (x2 – 14x + 49) is the perfect square of (x – 7). So, this equation will have only one root. Sufficient.
B is the correct answer choice.
DS Practice Question 4
Let the initial amount of beans sourced from the first, second, and third farms be A, B, and C, respectively.
Let the percentage increase in the amount of beans sourced from the third farm be r%.
The new amount of beans sourced from the third farm = C(1 + r%).
Since the available stock decreased by 20% from the first farm, the new amount of beans sourced from the first farm = 0.8A
Since the available stock decreased by 30% from the second farm, the new amount of beans sourced from the second farm = 0.7B
Since the total amount of beans sourced must be the same: A + B + C = 0.8A + 0.7B + C(1 + r%) (Equation I)
We need to find whether the value of r can be determined.
statement (1)
A : B : C = 1 : 1 : 2
If we take the constant of proportionality as k, then A = k, B = k, and C = 2k.
Substituting these values in Equation I:
A + B + C = 0.8A + 0.7B + C(1 + r%)
k + k + 2k = 0.8k + 0.7k + 2k(1 + r%)
Canceling k from both sides,
1 + 1 + 2 = 0.8 + 0.7 + 2(1 + r%)
Since we have 1 equation with 1 unknown variable it is possible to determine the value of r.
Hence, statement (1) is sufficient.
statement (2)
A = 50
Substituting the value of A in Equation I does not help determine the value of r. Hence, statement (2) is insufficient.
A is the correct answer choice.
DS Practice Question 5
The price of the regular ticket = $30
The price of the discounted ticket = $20
Let the number of regular tickets purchased be R.
Let the number of discounted tickets purchased be D.
We need to find whether the value of D/R can be determined.
statement (1)
30R + 20D = 4,800
It is NOT possible to rearrange the above equation to determine with certainty the value of D/R. Hence, statement (1) is insufficient.
statement (2)
20D/30R = 2/5
It is possible to determine with certainty the value of D/R. Hence, statement (2) is sufficient.
B is the correct answer choice.
For practicing a few GMAT-style Data Sufficiency (DS) questions, please visit: GMAT Data Sufficiency Sample Questions
GMAT Data Insights Prep: Table Analysis (TA) Questions
Table Analysis questions on the GMAT involve interpreting data from sortable tables that resemble basic spreadsheets. In each question, you will analyze three statements, each offering two possible choices. These questions test your ability to compare values, understand relationships, and draw conclusions based on the data provided, all within a structured and time-sensitive setting. Typically, 2 to 3 of the 20 Data Insights questions are Table Analysis, which often require multiple responses. You will only receive credit if all responses are correct – no partial credit is awarded. This page offers concepts and worked examples to help you prepare effectively.
Approach for Solving Table Analysis (TA) Questions
First, get a clear understanding of the table, then carefully read the question stem. Focus only on the specific data each statement requires, and if needed, organize the table for clarity. Afterward, double-check your reasoning before finalizing your answer. This brief video outlines the approach, demonstrates how each step connects, and helps you apply the method effectively in GMAT drills, sectional tests, and full-length GMAT mock tests.
Approach for Solving GMAT TA Questions
For practicing a few GMAT-style Table Analysis (TA) questions, please visit: GMAT Table Analysis Sample Questions
Table Analysis Practice Question with Explanation | GMAT Data Insights TA
I.
Median increase in February = 0.49%
Median increase in March = 0.50%
The statement is true.
II.
The maximum range is in Noviber – from –1.92% to 0.59% = 2.51%
The range in June is from –0.11% to 1.01% = 1.12% only
The statement is false.
III.
January is a relatively stable month, while months such as October and Noviber have very high volatility.
The statement is false.
Hence, True-False-False is the correct answer choice.
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GMAT Data Insights Prep: Graphics Interpretation (GI) Questions
Graphics Interpretation (GI) questions require you to interpret data presented in visual formats such as bar charts, line graphs, pie charts, or scatter plots, and then apply that information to answer reasoning-based questions. GI questions help you practice recognizing patterns, comparing values, and drawing accurate conclusions from visual data. On the GMAT, you will typically find 3 or 4 Graphics Interpretation questions within the 20 questions of the Data Insights section. These questions usually involve multiple responses, and you will receive credit only if all your answers are correct, as partial credit is not awarded. This page offers conceptual GI prep along with worked examples, to guide you in preparing for this concept.
Approach for Solving GMAT Graphics Interpretation Questions
Start by grasping the big picture of the graph before getting into the details. Then, read the question statement carefully. After that, find only the relevant data needed for each statement. Finally, double-check your logic before settling on your answer. The following short video guides you through the step-by-step approach to solving Graphics Interpretation questions on the GMAT; it demonstrates how to apply each step methodically, even when working under the time constraints and pressure of the actual exam.
Approach for Solving GMAT GI Questions
For practicing a few GMAT-style Graphics Interpretation (GI) questions, please visit: GMAT Graphics Interpretation Sample Questions
Graphics Interpretation Practice Question with Explanation | GMAT Data Insights GI
I.
The vertical axis represents the percentage of books published in a foreign language.
Since we are seeking the first continent where the majority of books were published in a foreign language, we need to identify the continent that first reached a value greater than 50% along the vertical axis.
From the graph, we see that Asia attains a value greater than 50% along the vertical axis before the other two continents.
Hence, Asia is the correct answer choice.
II.
We need to determine what percentage of all the books published across three continents between 1971 and 1980 were foreign language books.
The graph only provides the percentage of books published in foreign language in each continent between 1971 and 1980; since no information is provided regarding the number of books or the proportion of total books published, it is NOT possible to determine the percentage of all the books published across three continents between 1971 and 1980.
Hence, Cannot be determined is the correct answer choice.
GMAT Data Insights Prep: Two-Part Analysis (TPA) Questions
Two-Part Analysis (TPA) questions present a brief scenario, relationship, or set of conditions, and require you to answer two connected questions using the same set of answer choices. TPA questions help you practice managing multiple conditions, testing different combinations, and identifying pairs of answers that align with the given logic. On the GMAT, you will encounter four or five TPA questions as part of the 20 questions in the Data Insights section. These questions ask you to select two responses, and you will only receive credit if both responses are correct, as partial credit is not awarded. This page offers conceptual matter and worked examples, to support effective preparation for TPA questions on GMAT’s DI section.
Approach for Solving GMAT Two-Part Analysis Questions
Start by reading the passage thoroughly, then analyze the stem before imagining what the correct pair should look like. Focus on the connection between the columns, test only the most likely pairs, prioritize simple math over complex calculations, and always check the units and conditions. This following video walks you through this clear and organized approach for solving Two-Part Analysis questions on the GMAT.
Approach for Solving GMAT TPA Questions
For practicing a few GMAT-style Two-Part Analysis (TPA) questions, please visit: GMAT Two-Part Analysis Sample Questions
Two-Part Analysis Practice Question with Explanation | GMAT Data Insights TPA
Since only two entrepreneurs are scheduled for Sunday, it is not possible to satisfy the condition of having at least four entrepreneurs on a Sunday. Thus, Saturday must have four entrepreneurs in the panel, and Sunday should have the majority of the experts who are not from Finance.
Additionally, since there cannot be more than two interviews with experts from the same industry, it follows that the selected expert for Saturday must not be from the E-Commerce industry, and the selected expert for Sunday must not be from the Retail Industry.
Thus, the experts who satisfy the given conditions for each day will have the following details:
Saturday: (Entrepreneur, ________, NOT E-Commerce)
Sunday: ( ________, NOT Finance, NOT Retail)
Among the provided options, Mulick is the only expert who could be the fifth expert on either day, and Crowe is the only expert who could NOT be the fifth expert on either day.
Hence, for “Either Day” column, “Mulick: Entrepreneur, HR, Automobiles”, and for “Neither Day” column, “Crowe: Faculty, Finance, Sports” is the correct combination of the answer choices.
GMAT Data Insights Prep: Multi-Source Reasoning (MSR) Questions
Multi-Source Reasoning questions require you to analyze information from multiple sources, such as short passages, charts, tables, or statements, and combine these details to answer carefully crafted questions. These questions help you practice navigating between sources, comparing information, and drawing valid conclusions from integrated data. On the GMAT, you may encounter one or two Multi-Source Reasoning sets, each containing three questions. This means that three or six of the twenty questions in the GMAT Data Insights section will be Multi-Source Reasoning. Most of these questions require multiple responses, and your answers will only be considered correct if all selected responses are accurate – there is no partial credit. This page provides a structured playlist by subtopic, along with several worked examples, to support efficient preparation for this concept.
Begin by reading the names of the three tabs to get a broad sense of the information structure. Next, quickly review each tab without delving into details, focusing on the general flow and how the tabs are interconnected. Once you understand the layout, proceed to the first question, identify the required information, and return to the relevant excerpt. You may need to refer to multiple tabs for a single question – this is normal and required, as MSR questions are designed this way. Always cross-check your answer before confirming it. The following conceptual video demonstrates this step-by-step approach with GMAT-like worked examples.
Approach for Solving GMAT MSR Questions
MSR and RC: How they compare and complement…
Multi-Source Reasoning Practice Set with Explanations | GMAT Data Insights MSR
Below, you will find a series of GMAT-style Multi-Source Reasoning questions, each accompanied by a detailed explanation. Take your time with each question, using the strategies and reasoning techniques you have learned for tackling MSR questions on the GMAT. Focus on mastering the critical skills of cross-referencing information, identifying key relationships, and evaluating options thoroughly, rather than rushing to choose what seems right. After each question, use the explanation control to view the correct answer and dive deep into the complete reasoning. Keep pushing forward and enjoy the challenge!
Tab 1 + Question 1
Tab 2 + Question 2
Tab 1 + Question 3
Show correct answer to Question 1
I.
The “Oceanographer” tab states that in the last two decades of the 20th century, the average volume of water moved by surface currents in a year, on average, reduced by 7% because ocean dumping makes it difficult for the wind to move these waters. Thus, we can reasonably say that the oceanographer refers to and explains the slower pace of the propagation of surface currents.
Hence, Explained is the correct answer choice.
II.
The “Oceanographer” tab refers to changes in tiperature only in the context of the Arctic Ocean. Thus, we cannot reasonably say that the oceanographer refers to tiperature changes in the Antarctic Ocean.
Hence, Not Explained is the correct answer choice.
III.
The “Oceanographer” tab states that due to global warming, the Greenland continental ice sheets pour fresh water into the ocean, and as a result, the salinity of the ocean floor is altered. Logically, we can conclude that the introduction of additional fresh water into a body of salt water will lead to reduced salt content. Thus, we can reasonably say that the oceanographer refers to and explains the reduced salt content in the waters near Greenland.
Hence, Explained is the correct answer choice.
Hence, Explained, Not Explained, Explained is the correct combination of answer choices.
Show correct answer to Question 2
For easier calculations assume the total volume of water displaced across the oceans in an average year in the 19th century to be 100 units.
Since there was a 20% increase, the total volume of water displaced across the oceans in an average year in the 20th century = 120 units.
The “Ocean Currents” tab mentions that oceanographers estimated that in the 19th century surface currents accounted for close to 24% of water displaced across the oceans in a year, on average.
Thus, the volume of water displaced by surface currents in an average year in the 19th century = 24% of 100 units = 24 units.
The “Ocean Currents” tab also mentions that in the 20th century surface currents accounted for only a single-digit percentage of the overall displacient.
Thus, the volume of water displaced by surface currents in an average year in the 20th century < 10% of 120 units = 12 units.
Thus, the volume of water displaced by surface currents in an average year in the 20th century was at most (12/24 = 50%) of that in the 19th century.
Hence, B is the correct answer choice.
Show correct answer to Question 3
I.
The “Ocean Currents” tab states that geological activity is a factor in the formation of thermohaline currents, but neither tab suggests that geological activity is guaranteed to produce thermohaline currents. Thus, we cannot reasonably infer from the given information that all geological activity results in a thermohaline current.
Hence, Not Justified is the correct answer choice.
II.
The “Oceanographer” tab states that if the boundaries between major oceans become too strong, it may lead to acidification, which is harmful to marine life. Thus, since the tab also states that stratification refers to the strengthening of these boundaries, we can reasonably infer from the given information that stratification of ocean waters poses a risk to sea animals.
Hence, Justified is the correct answer choice.
III.
The “Ocean Currents” tab only refers to the role thermohaline currents play in producing surface currents; neither tab provides any information that suggests surface currents can produce thermohaline currents. Thus, we cannot reasonably infer from the given information that some surface currents, with the help of wind stresses, result in thermohaline currents.
Hence, Not Justified is the correct answer choice.
Hence, Not Justified, Justified, Not Justified is the correct combination of answer choices.
Additional Free GMAT-style Multi-Source Reasoning (MSR) Questions with Explanations:
Please find another set of GMAT-style MSR questions with explanations on: How to Solve GMAT Multi-Source Reasoning Questions
Please find 2 sets of GMAT-style MSR questions with explanations on: Free GMAT Multi-Source Reasoning Prep
Please find 2 sets of GMAT-style MSR questions with explanations on: Free GMAT Multi-Source Reasoning Sample Questions
Please find another set of GMAT-style MSR questions with explanations on: Free GMAT Data Insights Sample Questions
Please find another set of GMAT-style MSR questions with explanations on: Free GMAT Sample Questions
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