Bunuel wrote:

The average of 6 numbers in a set is equal to 0. What is the number of positive numbers in the set minus the number of negative numbers in the set?

Since the average of 6 numbers in the set is equal to 0, then the sum of 6 numbers is also 0. Which means that the sum of the negative numbers must compensate the sum of the positive numbers.

(1) Each of the positive numbers in the set equals 10. Not sufficient.

(2) Each of the negative numbers in the set equals –5. Not sufficient.

(1)+(2)

Since the average of 6 numbers in the set is equal to 0, then the sum of 6 numbers is also 0. Which means that the sum of the negative numbers must compensate the sum of the positive numbers.

(1) Each of the positive numbers in the set equals 10. Not sufficient.

(2) Each of the negative numbers in the set equals –5. Not sufficient.

(1)+(2)

...

]]>

Bunuel wrote:

The average of 6 numbers in a set is equal to 0. What is the number of positive numbers in the set minus the number of negative numbers in the set?

Since the average of 6 numbers in the set is equal to 0, then the sum of 6 numbers is also 0. Which means that the sum of the negative numbers must compensate the sum of the positive numbers.

(1) Each of the positive numbers in the set equals 10. Not sufficient.

(2) Each of the negative numbers in the set equals –5. Not sufficient.

(1)+(2)

Since the average of 6 numbers in the set is equal to 0, then the sum of 6 numbers is also 0. Which means that the sum of the negative numbers must compensate the sum of the positive numbers.

(1) Each of the positive numbers in the set equals 10. Not sufficient.

(2) Each of the negative numbers in the set equals –5. Not sufficient.

(1)+(2)

...]]>

For integers x and y, 1 < x < y. Is x^y a factor of 11!?

(1) x > 3

(2) x is prime

Kudos for a correct solution.

Given: y>x>1

Is x^y a factor of 11! => Can x^y a divisible of 11!

1. x >3

Since y>x,

Assume x=4 and y = 5, 4^5=>2^10

But 11! has only 2^8. Hence 4^5 is not a factor of 11!

if we choose any number bigger than this, still x^y will not be a factor of 11!

Hence Sufficient.

2. x is prime => x could be 2, 3, 5, 7, 11

2^3 is a factor of 11!

But 5^6

...

]]>

For integers x and y, 1 < x < y. Is x^y a factor of 11!?

(1) x > 3

(2) x is prime

Kudos for a correct solution.

Given: y>x>1

Is x^y a factor of 11! => Can x^y a divisible of 11!

1. x >3

Since y>x,

Assume x=4 and y = 5, 4^5=>2^10

But 11! has only 2^8. Hence 4^5 is not a factor of 11!

if we choose any number bigger than this, still x^y will not be a factor of 11!

Hence Sufficient.

2. x is prime => x could be 2, 3, 5, 7, 11

2^3 is a factor of 11!

But 5^6

...]]>

f(x) = x^2 - x. For which of the following values of a is f(a) ≥ f(8)?

I. a = -7

II. a = -8

III a = -9

A. I only

B. II only

C. III only

D. I and II only

E. I, II, and III

Kudos for a correct solution.

f(x) = x^2 - x => x(x-1)

f(8) = 8*7 =56

1) f(-7) = -7*-8 = 56

2) f(-8) = -8*-9 = 72

3) f(-9) = -9*-10 = 90

Hence Option E

]]>

f(x) = x^2 - x. For which of the following values of a is f(a) ≥ f(8)?

I. a = -7

II. a = -8

III a = -9

A. I only

B. II only

C. III only

D. I and II only

E. I, II, and III

Kudos for a correct solution.

f(x) = x^2 - x => x(x-1)

f(8) = 8*7 =56

1) f(-7) = -7*-8 = 56

2) f(-8) = -8*-9 = 72

3) f(-9) = -9*-10 = 90

Hence Option E]]>

Which of the following does NOT have a decimal equivalent that is a terminating decimal?

A. 1/2^25

B. 5^3/2^7

C. 3^8/6^10

D. 3^9/6^7

E. 6^8/10^10

Kudos for a correct solution.

For a fraction to have terminating decimal, it must either have only 2 and/or 5 in the denominator. All other values in the denominator leads to non terminating decimal values

Hence,

1. A has 2 in the denominator, Hence it is terminating

2. B is also terminating

3. 3^8/(6^10) can be written as 3^8/ (2^10 * 3^10) =>

...

]]>

Which of the following does NOT have a decimal equivalent that is a terminating decimal?

A. 1/2^25

B. 5^3/2^7

C. 3^8/6^10

D. 3^9/6^7

E. 6^8/10^10

Kudos for a correct solution.

For a fraction to have terminating decimal, it must either have only 2 and/or 5 in the denominator. All other values in the denominator leads to non terminating decimal values

Hence,

1. A has 2 in the denominator, Hence it is terminating

2. B is also terminating

3. 3^8/(6^10) can be written as 3^8/ (2^10 * 3^10) =>

...]]>

Can anyone clear my doubt i a m struggling

TOtal number of outcome = 1000*800

Sibbling with Juniors = 60

so 60 out of 1000

Sibling with Senior = 60

so 60 out of 800

we have to find probability of 2 sibbling 1 from each

60 C 1= Selection from Senior

60 C 1 = From Junior

total fav = 1000*800

Prob ={ 60 C 1 *60 C 1}/1000*800

=9/2000

pls tell me where i am wrong in my approach and what correction needed

Mistake that you are doing is that you considering 60 sibling pairs are present in each

...

]]>

Can anyone clear my doubt i a m struggling

TOtal number of outcome = 1000*800

Sibbling with Juniors = 60

so 60 out of 1000

Sibling with Senior = 60

so 60 out of 800

we have to find probability of 2 sibbling 1 from each

60 C 1= Selection from Senior

60 C 1 = From Junior

total fav = 1000*800

Prob ={ 60 C 1 *60 C 1}/1000*800

=9/2000

pls tell me where i am wrong in my approach and what correction needed

Mistake that you are doing is that you considering 60 sibling pairs are present in each

...]]>

Hi guys,

I am actually quite surprised by my capability to even come close to solving this 75% difficulty questions. The only thing I don't understand here is why we're looking for a solution in the 1st quadrant. For example,bagrettin refers to this in his solution.

Answer choices (C) and (D) offer solutions of\(-\frac{1}{2}\) and\(-\frac{7}{4}\) in the x<0 or 2nd quadrant area. Why do we not except these answers here?

Thank you!

...

Attachments

Lines and Slopes.jpg [ 1.14 MiB | Viewed 25 times ]

]]>

Hi guys,

I am actually quite surprised by my capability to even come close to solving this 75% difficulty questions. The only thing I don't understand here is why we're looking for a solution in the 1st quadrant. For example,bagrettin refers to this in his solution.

Answer choices (C) and (D) offer solutions of\(-\frac{1}{2}\) and\(-\frac{7}{4}\) in the x<0 or 2nd quadrant area. Why do we not except these answers here?

Thank you!

...

Attachments

Lines and Slopes.jpg [ 1.14 MiB | Viewed 25 times ]

]]>

If k is a positive integer and the tens digit of k+5 is 4, what is the tens digit of k?

(1) k > 35

(2) The units digit of k is greater than 5

[Reveal] Spoiler:

Does it mean it can be:

36, 37 ... 44. from (1) statement and 36, 37, 38 and 39 from the (2) statement.

and k is 3?

36, 37 ... 44. from (1) statement and 36, 37, 38 and 39 from the (2) statement.

and k is 3?

We need to find the tens digit of k.

(1).... k could be any no in range (36 - 44).. Tens digit can be 3 or 4.. Insufficient..

(2).... k can only be (36-39).. Tens digit can be 3 only.. Sufficient..

...

]]>

If k is a positive integer and the tens digit of k+5 is 4, what is the tens digit of k?

(1) k > 35

(2) The units digit of k is greater than 5

[Reveal] Spoiler:

Does it mean it can be:

36, 37 ... 44. from (1) statement and 36, 37, 38 and 39 from the (2) statement.

and k is 3?

36, 37 ... 44. from (1) statement and 36, 37, 38 and 39 from the (2) statement.

and k is 3?

We need to find the tens digit of k.

(1).... k could be any no in range (36 - 44).. Tens digit can be 3 or 4.. Insufficient..

(2).... k can only be (36-39).. Tens digit can be 3 only.. Sufficient..

...]]>

]]>

Hi Guys

This is a bit last minute - my exam is in less than 12 hours from now

Can you help me with the following 2 concept related questions pls?

If each number in a group of numbers is increased by the same constant AMOUNT, how does the mean, median and standard deviation change? Also, if each number in a group of numbers is increased by the same constant PERCENTAGE, how does the mean, median and standard deviation

...

]]>

Hi Guys

This is a bit last minute - my exam is in less than 12 hours from now

Can you help me with the following 2 concept related questions pls?

If each number in a group of numbers is increased by the same constant AMOUNT, how does the mean, median and standard deviation change? Also, if each number in a group of numbers is increased by the same constant PERCENTAGE, how does the mean, median and standard deviation

...]]>

Since everyone in this thread has correctly done the math involved in this prompt, I won't rehash any of that here. Instead, I want to point out that this question is based on math rules that you probably already know (Classic Quadratics, FOIL-ing and Reverse-FOIL-ing). The GMAT is a Test that is based heavily on patterns, and at the higher levels it will test you on patterns that you know, but in ways that you're probably not used to thinking about.

This question is based entirely on

...

]]>

Since everyone in this thread has correctly done the math involved in this prompt, I won't rehash any of that here. Instead, I want to point out that this question is based on math rules that you probably already know (Classic Quadratics, FOIL-ing and Reverse-FOIL-ing). The GMAT is a Test that is based heavily on patterns, and at the higher levels it will test you on patterns that you know, but in ways that you're probably not used to thinking about.

This question is based entirely on

...]]>

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]]>

Thanks to another GMAT Club member, I have just discovered this valuable topic, yet it had no discussion for over a year. I am now bumping it up - doing my job. I think you may find it valuable (esp those replies with Kudos).

Want to see all other topics I dig out? Follow me (click follow button on profile). You will receive a summary of all topics I bump in your profile area as well as via email.]]>

This question can be solved by TESTing VALUES.

We're told that N = 3K. We're asked if K is an integer. This is a YES/NO question.

Fact 1: N is an INTEGER.

IF...

N = 1

1 = 3K... So 1/3 = K and the answer to the question is NO.

IF...

N = 3

3 = 3K.. So 1 = K and the answer to the question is YES.

Fact 1 is INSUFFICIENT

Fact 2: N/6 is an INTEGER

This tells us that N is a multiple of 6

IF...

N = 6

6 = 3K... So 2 = K and the answer to the question is YES.

IF...

N = 12

12 = 3K... So 4

...

]]>

This question can be solved by TESTing VALUES.

We're told that N = 3K. We're asked if K is an integer. This is a YES/NO question.

Fact 1: N is an INTEGER.

IF...

N = 1

1 = 3K... So 1/3 = K and the answer to the question is NO.

IF...

N = 3

3 = 3K.. So 1 = K and the answer to the question is YES.

Fact 1 is INSUFFICIENT

Fact 2: N/6 is an INTEGER

This tells us that N is a multiple of 6

IF...

N = 6

6 = 3K... So 2 = K and the answer to the question is YES.

IF...

N = 12

12 = 3K... So 4

...]]>

Hi,

So in that case, If I arrived at different solutions for the same DS question, Can we say I went wrong somewhere and need to recheck my calculations???

This can actually help in confirming a particular DS question, given that Number proporties (like odd/even) are pretty tricky.

Thanks

Absolutely! The two statements will not contradict so if you get different answers, you must recheck your logic/calculations.

In fact, I have discussed an advanced DS strategy based on this property of GMAT

...

]]>

Hi,

So in that case, If I arrived at different solutions for the same DS question, Can we say I went wrong somewhere and need to recheck my calculations???

This can actually help in confirming a particular DS question, given that Number proporties (like odd/even) are pretty tricky.

Thanks

Absolutely! The two statements will not contradict so if you get different answers, you must recheck your logic/calculations.

In fact, I have discussed an advanced DS strategy based on this property of GMAT

...]]>

Harsh,

What I have understood so far after analyzing the question stem and taking out the inference is this I need to prove

x-y =odd ; for that both of them have to be different parity one needs to be odd and other needs to be even.

In statement 1 : xy/x+y =odd , xy can be odd for eg. 9 and x+y can also be odd i.e. 3 and result is 3 which is odd and satisfying the equation, why we have marked both of them as even ( in your solution ).

If some how they ( xy and x+y ) are even how can x and y

...

]]>

Harsh,

What I have understood so far after analyzing the question stem and taking out the inference is this I need to prove

x-y =odd ; for that both of them have to be different parity one needs to be odd and other needs to be even.

In statement 1 : xy/x+y =odd , xy can be odd for eg. 9 and x+y can also be odd i.e. 3 and result is 3 which is odd and satisfying the equation, why we have marked both of them as even ( in your solution ).

If some how they ( xy and x+y ) are even how can x and y

...]]>

This question can be solved by TESTing VALUES.

We're told that K is a POSITIVE INTEGER. We're asked if K is PRIME. This is a YES/NO question.

Fact 1: At least one number in the set {1, K, K + 7} is prime.

IF....

K = 2, the set is {1, 2, 9} and has at least 1 prime number

The answer to the question is YES.

IF...

K = 4, the set is {1, 4, 11} and has at least 1 prime number

The answer to the question is NO.

Fact 1 is INSUFFICIENT

(2) K is ODD.

IF....

K = 1, then the answer to the question

...

]]>

This question can be solved by TESTing VALUES.

We're told that K is a POSITIVE INTEGER. We're asked if K is PRIME. This is a YES/NO question.

Fact 1: At least one number in the set {1, K, K + 7} is prime.

IF....

K = 2, the set is {1, 2, 9} and has at least 1 prime number

The answer to the question is YES.

IF...

K = 4, the set is {1, 4, 11} and has at least 1 prime number

The answer to the question is NO.

Fact 1 is INSUFFICIENT

(2) K is ODD.

IF....

K = 1, then the answer to the question

...]]>

Thanks to another GMAT Club member, I have just discovered this valuable topic, yet it had no discussion for over a year. I am now bumping it up - doing my job. I think you may find it valuable (esp those replies with Kudos).

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]]>

Thanks to another GMAT Club member, I have just discovered this valuable topic, yet it had no discussion for over a year. I am now bumping it up - doing my job. I think you may find it valuable (esp those replies with Kudos).

Want to see all other topics I dig out? Follow me (click follow button on profile). You will receive a summary of all topics I bump in your profile area as well as via email.]]>

Plug 0 in for y to get x^2 - 1 = 2^x

x^2 -1^2=2^x

If two integers have a median value, then they have a difference of squares.

We already know that they have a difference of squares, so we need to find the median value.

(x+1)(x-1)=2^x

x can only be odd numbers for there to be a median integer.

Plug 3 and you get 4*2 = 2^3. That works, so x=3.

]]>

Plug 0 in for y to get x^2 - 1 = 2^x

x^2 -1^2=2^x

If two integers have a median value, then they have a difference of squares.

We already know that they have a difference of squares, so we need to find the median value.

(x+1)(x-1)=2^x

x can only be odd numbers for there to be a median integer.

Plug 3 and you get 4*2 = 2^3. That works, so x=3.]]>

Thanks to another GMAT Club member, I have just discovered this valuable topic, yet it had no discussion for over a year. I am now bumping it up - doing my job. I think you may find it valuable (esp those replies with Kudos).

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]]>

Thanks to another GMAT Club member, I have just discovered this valuable topic, yet it had no discussion for over a year. I am now bumping it up - doing my job. I think you may find it valuable (esp those replies with Kudos).

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As Beta Corporation in 2000 was 1.74x100/113 = 1.5

and Alpha Corporation’s income in 2004 is 5.8

the ratio is 1.5/5.8 which is slightly less then 1/4

so 2/7 is bit close to 1/4.

ans is C

]]>

As Beta Corporation in 2000 was 1.74x100/113 = 1.5

and Alpha Corporation’s income in 2004 is 5.8

the ratio is 1.5/5.8 which is slightly less then 1/4

so 2/7 is bit close to 1/4.

ans is C]]>

Bunuel wrote:

If y = (x – 5)^2 + (x + 1)^2 – 6, then y is least when x =

A. -2

B. -1

C. 0

D. 2

E. None of the above

Kudos for a correct solution.

A. -2

B. -1

C. 0

D. 2

E. None of the above

Kudos for a correct solution.

For a lack of better methods, I lined up each answer choices and input them as a function of\(x\)

A. -2 36<

B. -1 36

C. 0 25

D. 2 18E. None of the above

IMO D.

...

]]>

Bunuel wrote:

If y = (x – 5)^2 + (x + 1)^2 – 6, then y is least when x =

A. -2

B. -1

C. 0

D. 2

E. None of the above

Kudos for a correct solution.

A. -2

B. -1

C. 0

D. 2

E. None of the above

Kudos for a correct solution.

For a lack of better methods, I lined up each answer choices and input them as a function of\(x\)

A. -2 36<

B. -1 36

C. 0 25

D. 2 18E. None of the above

IMO D.

...]]>

Thanks to another GMAT Club member, I have just discovered this valuable topic, yet it had no discussion for over a year. I am now bumping it up - doing my job. I think you may find it valuable (esp those replies with Kudos).

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]]>

Thanks to another GMAT Club member, I have just discovered this valuable topic, yet it had no discussion for over a year. I am now bumping it up - doing my job. I think you may find it valuable (esp those replies with Kudos).

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The first part of this question requires translating sentences into formulas:

J + 2 = K

L + 3 = K

J + 1 = M

Even if you translated these formulas differently (but correctly), you still have a relationship among the 4 variables that needs to be discovered. You can TEST VALUES to figure out the relationship:

If K = 10, then

J = 8

L = 7

M = 9

Now we know that the 4 values are consecutive.

To solve, you can either use "brute-force" (since the answers are small) or

...

]]>

The first part of this question requires translating sentences into formulas:

J + 2 = K

L + 3 = K

J + 1 = M

Even if you translated these formulas differently (but correctly), you still have a relationship among the 4 variables that needs to be discovered. You can TEST VALUES to figure out the relationship:

If K = 10, then

J = 8

L = 7

M = 9

Now we know that the 4 values are consecutive.

To solve, you can either use "brute-force" (since the answers are small) or

...]]>

Thanks to another GMAT Club member, I have just discovered this valuable topic, yet it had no discussion for over a year. I am now bumping it up - doing my job. I think you may find it valuable (esp those replies with Kudos).

Want to see all other topics I dig out? Follow me (click follow button on profile). You will receive a summary of all topics I bump in your profile area as well as via email.

]]>

Thanks to another GMAT Club member, I have just discovered this valuable topic, yet it had no discussion for over a year. I am now bumping it up - doing my job. I think you may find it valuable (esp those replies with Kudos).

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Angle AOD is exterior angle of triangle OCD.

Angle ODC + Angle OCD = Angle AOD; since OCD = ODC, we have angle OCD=ODC = 30Degrees.

Further, triangle ADC is right with Angle ACD = 30. and forms a 30-60-90 right triangle. We have AC=2 Dia circle.

Therefore AD = 1 (Rules of 30-60-90)

Minor Arc AD = (60/360) x 2 x pi x 1 = Pi/3.

AD = 1

So ratio is Pi/3.

Hope this

...

]]>

Angle AOD is exterior angle of triangle OCD.

Angle ODC + Angle OCD = Angle AOD; since OCD = ODC, we have angle OCD=ODC = 30Degrees.

Further, triangle ADC is right with Angle ACD = 30. and forms a 30-60-90 right triangle. We have AC=2 Dia circle.

Therefore AD = 1 (Rules of 30-60-90)

Minor Arc AD = (60/360) x 2 x pi x 1 = Pi/3.

AD = 1

So ratio is Pi/3.

Hope this

...]]>

Since you're just starting out, much of the work you'll be doing in the immediate timeframe will be reading/learning and then doing practice questions. To build skills in any particular area, you have to focus on that area, so doing quizzes that focus on one particular subject IS a good idea. As you get further into your studies, you'll want to do 'broader' quizzes and take FULL-LENGTH CATs at regular intervals, so that you can test your accumulated skills.

Since you already seem

...

]]>

Since you're just starting out, much of the work you'll be doing in the immediate timeframe will be reading/learning and then doing practice questions. To build skills in any particular area, you have to focus on that area, so doing quizzes that focus on one particular subject IS a good idea. As you get further into your studies, you'll want to do 'broader' quizzes and take FULL-LENGTH CATs at regular intervals, so that you can test your accumulated skills.

Since you already seem

...]]>

There are 5! possible selection orders when you choose 5 independent numbers (regardless of the actual size of the set). There is only 1 possibility that the first number you select is less than the second less than the third, etc. for that

...

]]>

There are 5! possible selection orders when you choose 5 independent numbers (regardless of the actual size of the set). There is only 1 possibility that the first number you select is less than the second less than the third, etc. for that

...]]>

Bunuel, so it is either 'could be true' or 'must be true' and not as this question states. Got it.

Thanks.

Swaroopdev I'm sorry, but I don't understand what the difference of meaning is when "must" is left out. I suppose without "must" there is less emphasis, but other than that, the meaning is the same.

...

]]>

Bunuel, so it is either 'could be true' or 'must be true' and not as this question states. Got it.

Thanks.

Swaroopdev I'm sorry, but I don't understand what the difference of meaning is when "must" is left out. I suppose without "must" there is less emphasis, but other than that, the meaning is the same.

...]]>

B. \(<\frac{1}{2}\)

C. \(\frac{1}{2}\)

D. \(<\frac{1}{2}\)

E. \(<\frac{1}{2}\)

IMO. C

...

]]>

B. \(<\frac{1}{2}\)

C. \(\frac{1}{2}\)

D. \(<\frac{1}{2}\)

E. \(<\frac{1}{2}\)

IMO. C

...]]>

Total weight of 5 dogs = 132+y or 4(33)+y

Average of 5 dogs as per Question = 33

Equation:

4(33) + y = 5 (33), or y = 33.

Choose B

]]>

Total weight of 5 dogs = 132+y or 4(33)+y

Average of 5 dogs as per Question = 33

Equation:

4(33) + y = 5 (33), or y = 33.

Choose B]]>

c^3 - c = 12k

c(c^2-1) = c(c+1)(c-1) = 12k = 2*2*3*k = 4*3*k

Make c = 4, then c-1 = 3, and k=5.

4(3)(5)=60

There are 60 numbers that have the given difference divisible by 12 within the given 80 numbers, or 3/4 probability.

]]>

c^3 - c = 12k

c(c^2-1) = c(c+1)(c-1) = 12k = 2*2*3*k = 4*3*k

Make c = 4, then c-1 = 3, and k=5.

4(3)(5)=60

There are 60 numbers that have the given difference divisible by 12 within the given 80 numbers, or 3/4 probability.]]>

Each customer of a networking company subscribes to one of two plans: Plan A or Plan B. Plan A costs $75 per month and Plan B costs $175 per month per customer. If the company’s average revenue per customer per month is $100, then what percent of the company's revenue comes from customers with Plan A?

A. 25%

B. 30%

C. 37.5%

D. 56.25%

E. 75%

Kudos for a correct solution.

The question asks for the amount of revenue from plan A, but before the amount of revenue can be calculated, the number of

...

]]>

Each customer of a networking company subscribes to one of two plans: Plan A or Plan B. Plan A costs $75 per month and Plan B costs $175 per month per customer. If the company’s average revenue per customer per month is $100, then what percent of the company's revenue comes from customers with Plan A?

A. 25%

B. 30%

C. 37.5%

D. 56.25%

E. 75%

Kudos for a correct solution.

The question asks for the amount of revenue from plan A, but before the amount of revenue can be calculated, the number of

...]]>

If the former is the case, then I agree that maximum number should be 60.

But if the latter is the case, then the correct answer should be 80, right?

P/s: I think the former is the case. But why the question did not use " the

...

]]>

If the former is the case, then I agree that maximum number should be 60.

But if the latter is the case, then the correct answer should be 80, right?

P/s: I think the former is the case. But why the question did not use " the

...]]>

Country C imposes a two-tiered tax on imported cars: the first tier imposes a tax of 12% of the car's price up to a certain price level. If the car's price is higher than the first tier's level, the tax on the portion of the price that exceeds this value is 8%. If Ron imported a $14,000 imported car and ended up paying $1440 in taxes, what is the first tier's price level?

A. $1600

B. $6000

C. $6050

D. $7050

E. $8000

The $1440 in taxes indicates the weight of 12% is more than 8%, since taxes

...

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Country C imposes a two-tiered tax on imported cars: the first tier imposes a tax of 12% of the car's price up to a certain price level. If the car's price is higher than the first tier's level, the tax on the portion of the price that exceeds this value is 8%. If Ron imported a $14,000 imported car and ended up paying $1440 in taxes, what is the first tier's price level?

A. $1600

B. $6000

C. $6050

D. $7050

E. $8000

The $1440 in taxes indicates the weight of 12% is more than 8%, since taxes

...]]>

(1) If you connect the centers of the circles, an equilateral triangle with the height of 2√3 will be formed.

(2) The distance between the centers of any two circles is less than 6.

Kudos for a correct solution.

]]>

(1) If you connect the centers of the circles, an equilateral triangle with the height of 2√3 will be formed.

(2) The distance between the centers of any two circles is less than 6.

Kudos for a correct solution.]]>

Please edit the above question number 2 as it is not properly stated and making the confusion

Question 2

If P and Q are positive integers, is the product 3PQ divisible by 2?

1. 6Q3 + 2 is an even number

2. P + 8Q2 is a prime number

It should be 3P^Q

Edited. Thank you!

]]>

Please edit the above question number 2 as it is not properly stated and making the confusion

Question 2

If P and Q are positive integers, is the product 3PQ divisible by 2?

1. 6Q3 + 2 is an even number

2. P + 8Q2 is a prime number

It should be 3P^Q

Edited. Thank you!]]>

Thanks to another GMAT Club member, I have just discovered this valuable topic, yet it had no discussion for over a year. I am now bumping it up - doing my job. I think you may find it valuable (esp those replies with Kudos).

Want to see all other topics I dig out? Follow me (click follow button on profile). You will receive a summary of all topics I bump in your profile area as well as via email.

]]>

Thanks to another GMAT Club member, I have just discovered this valuable topic, yet it had no discussion for over a year. I am now bumping it up - doing my job. I think you may find it valuable (esp those replies with Kudos).

Want to see all other topics I dig out? Follow me (click follow button on profile). You will receive a summary of all topics I bump in your profile area as well as via email.]]>

Danny is sitting on a rectangular box. The area of the front face of the box is half the area of the top face, and the area of the top face is 1.5 times the area of the side face. If the volume of the box is 24, what is the area of the side face of the box?

A. 3

B. 6

C. 8

D. 9

E. 12

Looking forward to your solutions. To solve this in 2 minutes, naaaw, rather difficult for me

...

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Danny is sitting on a rectangular box. The area of the front face of the box is half the area of the top face, and the area of the top face is 1.5 times the area of the side face. If the volume of the box is 24, what is the area of the side face of the box?

A. 3

B. 6

C. 8

D. 9

E. 12

Looking forward to your solutions. To solve this in 2 minutes, naaaw, rather difficult for me

...]]>

colorbrandon, the question is about simple interest and not compound interest. But luckily both the formulae would give you the same final answer.

]]>

colorbrandon, the question is about simple interest and not compound interest. But luckily both the formulae would give you the same final answer.]]>

B. \(y = 1\) Same distance as D. Out.

C. \(y + x = 3\) Same distance as E.Out.

D. \(x = 2\) Same distance as B. Out.

E. \(x + y = -1\) Same distance as C. Out.

IMO A.

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B. \(y = 1\) Same distance as D. Out.

C. \(y + x = 3\) Same distance as E.Out.

D. \(x = 2\) Same distance as B. Out.

E. \(x + y = -1\) Same distance as C. Out.

IMO A.

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\(10\) choices for the thousands integer

\(10\) choices for the hundreds integer

\(10\) choices for the tens integer

\(5\) choices for the units integer, to control whether the sum is odd or even.

\(9 * 5 * 10 * 10 * 10 = 45*10^{3}\)

IMO Answer D.

]]>

\(10\) choices for the thousands integer

\(10\) choices for the hundreds integer

\(10\) choices for the tens integer

\(5\) choices for the units integer, to control whether the sum is odd or even.

\(9 * 5 * 10 * 10 * 10 = 45*10^{3}\)

IMO Answer D.]]>

Is n > 6?

(1)\(\sqrt{n} > 2.5\)

(2)\(n> \sqrt{37}\)

Could someone please explain why the answer is

[Reveal] Spoiler:

D?

My thought is this:

In statement (2), \(\sqrt{36}\) can be either 6 or -6. Because -6 is possible, statement (2) shouldn't be sufficient to answer the question.

My thought is this:

In statement (2), \(\sqrt{36}\) can be either 6 or -6. Because -6 is possible, statement (2) shouldn't be sufficient to answer the question.

...

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Is n > 6?

(1)\(\sqrt{n} > 2.5\)

(2)\(n> \sqrt{37}\)

Could someone please explain why the answer is

[Reveal] Spoiler:

D?

My thought is this:

In statement (2), \(\sqrt{36}\) can be either 6 or -6. Because -6 is possible, statement (2) shouldn't be sufficient to answer the question.

My thought is this:

In statement (2), \(\sqrt{36}\) can be either 6 or -6. Because -6 is possible, statement (2) shouldn't be sufficient to answer the question.

...]]>

]]>

Line A passes through point (r, s) on the coordinate plane. Is the slope of A > 0?

(1) Line A passes through point (0, 0).

(2) Line A passes through point (u, t), where r > u and t > s.

Kudos for a correct solution.

Given : Line A passes through point (r, s) on the coordinate plane

Question : Is the slope of A > 0?

Statement 1: Line A passes through point (0, 0). To calculate the slope of the line we need co-ordinates of atleast two points and we have only one. Hence

NOT SUFFICIENT

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Line A passes through point (r, s) on the coordinate plane. Is the slope of A > 0?

(1) Line A passes through point (0, 0).

(2) Line A passes through point (u, t), where r > u and t > s.

Kudos for a correct solution.

Given : Line A passes through point (r, s) on the coordinate plane

Question : Is the slope of A > 0?

Statement 1: Line A passes through point (0, 0). To calculate the slope of the line we need co-ordinates of atleast two points and we have only one. Hence

NOT SUFFICIENT

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Is the quadrilateral ABCD a square?

(1) All four sides of ABCD have the same length.

(2) Two of the adjacent angles of ABCD add up to 180 degrees.

Kudos for a correct solution.

Question : Is the quadrilateral ABCD a square?

Statement 1: All four sides of ABCD have the same length. i.e. Quadrilateral can be a Square or a Rhombus. Hence,

NOT SUFFICIENT

Statement 2: Two of the adjacent angles of ABCD add up to 180 degrees. i.e. Quadrilateral can be a Square or a Rhombus or a parallelogram of

...

]]>

Is the quadrilateral ABCD a square?

(1) All four sides of ABCD have the same length.

(2) Two of the adjacent angles of ABCD add up to 180 degrees.

Kudos for a correct solution.

Question : Is the quadrilateral ABCD a square?

Statement 1: All four sides of ABCD have the same length. i.e. Quadrilateral can be a Square or a Rhombus. Hence,

NOT SUFFICIENT

Statement 2: Two of the adjacent angles of ABCD add up to 180 degrees. i.e. Quadrilateral can be a Square or a Rhombus or a parallelogram of

...]]>

noTh1ng wrote:

Is |x-z| + |x| = |z|?

(1) zy < xy < 0

(2) y > 0

(1) zy < xy < 0

(2) y > 0

[Reveal] Spoiler:

Is there a faster way other than trying out different positive / negative cases for 1?

Bunuel : This question is available elsewhere on GMAT CLUB Forum

http://gmatclub.com/forum/if-zy-xy-0-is-x-z-x-z-123830.html /quote]

The question you are referring to is similar but not the same as this one. That question is flawed old GMAT Prep question: if-zy-xy-0-is-x-z-x-z-101210.htmlif-zy-xy-0-is-x-z-x-z-101210.html