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We need to find whether info is sufficient to find value of y-x2-x.
We cant simplify the question stem further, so lets start with st1: (1) y = -3x --> two vars 1 eq--> cant solve (2) y = -4(x + 1) --> two vars 1 eq--> cant solve
1+2 together is solvable. y=-3x and also y=-4x-4
so -3x=-4x-4 x=-4, y=12 we dont actually need to solve but for illustration i did. Knowing that we can solve them to get unique values of x and y is enough.
Can someone please give a more in depth explanation to this. I would also appreciate if the question was \(using markup\) because the expression in the question above is rather ambiguous.
Can someone please give a more in depth explanation to this. I would also appreciate if the question was \(using markup\) because the expression in the question above is rather ambiguous.
What is the value of \(y-x^2-x\)?
(1) y = -3x --> the question becomes: what is the value of \(-3x-x^2-x\). We need the value of x to answer this question. Not sufficient.
(2) y = -4(x + 1) --> the question becomes: what is the value of \(-4(x + 1)-x^2-x\). We need the value of x to answer this question. Not sufficient.
(1)+(2) We have two distinct linear equations: \(y = -3x\) and \(y = -4(x + 1)\), thus we can solve for both variables and get the value of \(y-x^2-x\). Sufficient.
The explanation about linear equation is not clear
If you have n distinct linear equations and n variables then you can solve for them. "Distinct linear equations" means that no equation can be derived with the help of others or by arithmetic operation (by multiplication, addition, ...).
We have two distinct linear equations: \(y = -3x\) and \(y = -4(x + 1)\). Solving gives: x=-4 and y=12.
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Can someone please give a more in depth explanation to this. I would also appreciate if the question was \(using markup\) because the expression in the question above is rather ambiguous.
What is the value of \(y-x^2-x\)?
(1) y = -3x --> the question becomes: what is the value of \(-3x-x^2-x\). We need the value of x to answer this question. Not sufficient.
(2) y = -4(x + 1) --> the question becomes: what is the value of \(-4(x + 1)-x^2-x\). We need the value of x to answer this question. Not sufficient.
(1)+(2) We have two distinct linear equations: \(y = -3x\) and \(y = -4(x + 1)\), thus we can solve for both variables and get the value of \(y-x^2-x\). Sufficient.
Answer: C.
Hope it's clear.
Does this question belongs to the 700 level category? Seems pretty straightforward for a 700 leveler...
Can someone please give a more in depth explanation to this. I would also appreciate if the question was \(using markup\) because the expression in the question above is rather ambiguous.
What is the value of \(y-x^2-x\)?
(1) y = -3x --> the question becomes: what is the value of \(-3x-x^2-x\). We need the value of x to answer this question. Not sufficient.
(2) y = -4(x + 1) --> the question becomes: what is the value of \(-4(x + 1)-x^2-x\). We need the value of x to answer this question. Not sufficient.
(1)+(2) We have two distinct linear equations: \(y = -3x\) and \(y = -4(x + 1)\), thus we can solve for both variables and get the value of \(y-x^2-x\). Sufficient.
Answer: C.
Hope it's clear.
Does this question belongs to the 700 level category? Seems pretty straightforward for a 700 leveler...
The difficulty level is based on user attempts on this question. Check the stats in the original post.
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As you study, you're going to find that what you think is "hard" is not necessarily what the Test Makers 'define' as "hard" (and vice-versa). It's not practical to spend time trying to assess the difficulty level of any individual question. Since your goal is almost certainly to increase your scores, you should look at the types of questions that you're getting wrong and WHY you're getting them wrong. If you get a question wrong that you SHOULD have gotten correct (but you made a silly/little mistake), then I don't care what 'level' of question it is - you've got to work to keep those mistakes from happening (since too many little mistakes will kill your scores).
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60% (02:18) correct
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