Treadmill Timer Trap
Then, Hailey reveals the treadmill timer twist
Aug 5, 2026 · 1 hr 9 min · 10 segments
GMAT Quant questions can look intimidating—but the hardest part is not always the math. In week two of our six-week GMAT study series, GMAC Zach is joined once again by Hailey Cusimano of Menlo…
Hailey CusimanoGuestZachHostSo what are some of these like common misconceptions that you've seen with test takers? You've listed one here.
What else is there to share?

So perhaps broadly speaking, the most common misconceptions will boil down to a major theme.

And that theme is that people will approach GMAT quantitative reasoning in identically the same way that they would a math class in middle school, in high school, in undergrad, or perhaps even a certification exam.

And they'll assume, reasonably, that the way that they ought to attack an exam like the GMAT, the way they ought to go about their preparation and their studying, should mirror things that have worked for them in the past, without necessarily recognizing or calling attention to the fact that where all of those exams may have in large part been a little more content-leading, a little bit more of an assessment of what that particular person knew and whether they had accomplished the...

The set of knowledge, the knowledge base that they were expected to, coming out of a class, coming out of a grade, coming out of a certification course.

Now we're looking into a test that's really designed more to analyze how we think than what we know.

And our preparation process, the way that we look at questions, and even where we invest our time in a given question ought to reflect that.
Yeah, this sort of sounds like something that you mentioned last week.
And if you haven't listened, I recommend that you do go back.
Is this idea that the GMAT is an entrance exam, not an exit exam?

So evaluating us on how we think and whether we have kind of the analytical tools to succeed in material that's maybe outside of our command of content, outside of our background or our experiences.

So think someone in a consulting environment jumping into a new kind of client-facing project where they do need to kind of be quick on their feet and think about things that maybe they don't have years and years worth of experience in, but they're going to bring to the table their insights, the way that they process information, and in many ways, the way to say, think outside the box.
Yeah.
So if somebody is coming into this process with misconceptions, what do what does that lead to? I guess like practically, like what are people doing wrong in order to operate in what they think the truth is? Like, do you know what I mean? Like, you know, sometimes bad habits come from bad information.

And, you know, this will surface in different ways in different sections of the test and certainly, you know, test taker to test taker.

But some of the most common ways I see this surface in quant in particular are that, you know, in general, in a math class, think middle school, high school, undergrad, your job was to factor quadratics 40 times for homework.
So what are some of these like common misconceptions that you've seen with test takers? You've listed one here.
What else is there to share?

So perhaps broadly speaking, the most common misconceptions will boil down to a major theme.

And that theme is that people will approach GMAT quantitative reasoning in identically the same way that they would a math class in middle school, in high school, in undergrad, or perhaps even a certification exam.

And they'll assume, reasonably, that the way that they ought to attack an exam like the GMAT, the way they ought to go about their preparation and their studying, should mirror things that have worked for them in the past, without necessarily recognizing or calling attention to the fact that where all of those exams may have in large part been a little more content-leading, a little bit more of an assessment of what that particular person knew and whether they had accomplished the...

The set of knowledge, the knowledge base that they were expected to, coming out of a class, coming out of a grade, coming out of a certification course.

Now we're looking into a test that's really designed more to analyze how we think than what we know.

And our preparation process, the way that we look at questions, and even where we invest our time in a given question ought to reflect that.
Yeah, this sort of sounds like something that you mentioned last week.
And if you haven't listened, I recommend that you do go back.
Is this idea that the GMAT is an entrance exam, not an exit exam?

So evaluating us on how we think and whether we have kind of the analytical tools to succeed in material that's maybe outside of our command of content, outside of our background or our experiences.

So think someone in a consulting environment jumping into a new kind of client-facing project where they do need to kind of be quick on their feet and think about things that maybe they don't have years and years worth of experience in, but they're going to bring to the table their insights, the way that they process information, and in many ways, the way to say, think outside the box.
Yeah.
So if somebody is coming into this process with misconceptions, what do what does that lead to? I guess like practically, like what are people doing wrong in order to operate in what they think the truth is? Like, do you know what I mean? Like, you know, sometimes bad habits come from bad information.

And, you know, this will surface in different ways in different sections of the test and certainly, you know, test taker to test taker.

But some of the most common ways I see this surface in quant in particular are that, you know, in general, in a math class, think middle school, high school, undergrad, your job was to factor quadratics 40 times for homework.
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Treadmill Timer Trap
Then, Hailey reveals the treadmill timer twist
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