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Hi SKP220292,

You're right about one thing, and it's worth saying plainly: nothing inside the stem tells you which denominator to use. That wasn't a deduction you missed. It's a definition you were expected to bring with you. Your chain of reasoning was sound; the base was the only thing off.

The rule, stated once

Percent error = |reported value - actual value| / actual value. The denominator is always the actual, true, or original value - never the reported, measured, or new one.

This is not a GMAT-specific convention, and it is not something this question invented. It is the standard definition everywhere the term is used.
So "the percent error in the reported total" is locating the error, not assigning the denominator.

Going forward, treat this as fixed vocabulary - as automatic as knowing what "average" means. Percent error, percent increase, percent decrease, percent change: identify the reference value first, put it on the bottom, and don't let the phrasing of the sentence pull you off it.

What it does to this question

From (1), reported total = 20 x 15 = 300. From (2), the error is 15 - but the direction is open, since 10, 7, 2 can combine to +15 (10 + 7 - 2) or -15.

- Reported 15 too high, so actual = 285, and 15/285 = 5.3% - Yes
- Reported 15 too low, so actual = 315, and 15/315 = 4.8% - No

Two different answers from the same statements, so together they are not sufficient.

Answer: E

SKP220292
If someone does not know that "percent error" equals error/actual and not error/reported, how can they solve this question? The language says "error percent in reported total" - so for me the denominator became 300 because I wanted to find error as a percentage of the reported total. So I marked C. Maybe the question should clarify that error percent equals error as a percentage of correct total.
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