Personally, I think GMAT Data Sufficiency has enough information section - Because it's fun to solve! Basically for two reasons (1) it is probably not so much a strict mathematical solution, and (2) Each of the landmine problem is a graduate student asked. I feel that the test setter, the data the adequacy of the funniest up and see the students fall for a simple trap.
If you're a cynic to consider some questions about the GMAT / CAT will make you a better manager, the answer is a resounding "yes" For the part of the data (with the exception of a few others). As a manager, you will have a decision at each stage you must ensure that, if all you have enough information to decide. This is the section, lying in the basement of his career.
Some things to remember when enough information about:
The first never assume anything. Almost never. If they say that x is a number - Do not assume that x is a natural number, do not assume that x is an integer, do not assume that x is a number, or that x is rational. x is a number, and that's it. x can be any number.
Second, if it is a "real" or "wrong" question can be the answer to "can". It can be only one. "True" or "false". Simple.
Similarly, the third case of a "yes" or "No" questions. If you are unable to say "yes" or "No", it can be concluded that the statement (s) is (are) not sufficient to answer the question.
The fourth "no" is also a valid answer. It is about whether the notification is examined only to answer the original question. "Sufficiency" is the core of the problem.
Fifth Each declaration may lead to different conclusions. Consider a simple question:
What is the value of x?
A. x is an odd prime number.
B x is a prime number greater than 2 and less than 5
Statement, "" says that x is 2 Statement "B" says that x is 3, you can conclude that "one of the statements that are individually sufficient to answer the question" - does not matter, that these values of x.
Beware of the super-sixth, in extreme cases. If x is an integer defined - Make sure that the conclusion does not change when x = 0 If x defined as an integer - Make sure that the conclusion does not change, even if x is a positive number, or a negative integer.
The seventh Do not waste your time equations disproportionately lost the biggest problem (which is "enough"). Consider the question "is X a positive number?"
If the leads to the conclusion that the root x = (3 + root (3)). If you spend time to find the true value of x? Return to the core issues. "Sufficiency" is the key word. X is Posiva? It can be positive or negative. They do not care what the value of x is. All you care about whether x is positive.
You can be reasonably certain that there is enough information about the issues. Researcher attempts to test the following (in mm): (1) the student is exhaustive in his thinking? (2) Is the student jump to conclusions without hesitation? (3) Is the student spends inordinate amount of time mathematical equations, if you want him / her enough to test the statement?