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Is x > y? (1) √x > y (2) x3 > y
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vinay1983
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Effectively Statement 1
√x > y
√x can be 4, 5, 6 or 7 or x can be 2, 3.14 or 2.15 or something like that and can be greater than Y if, Y is negative or zero or any value less than the square root of x
No sure shot answer or information. One number can be great than another number only when we know the other number or th erelation between them
Statement 1 not sufficient
Statement 2
x^3 > y
so x can be assumed to be positive i.e 2 3 4 5 and if y can be assumed to positive and less than x.
But what can be the possibilities of x and y. Both can be integers, decimals or fractions.
So NOT Sufficient
Combining both, I could conclude that for some value of √x or x^3, y is lesser than √x.
So E for me.
√x > y
√x can be 4, 5, 6 or 7 or x can be 2, 3.14 or 2.15 or something like that and can be greater than Y if, Y is negative or zero or any value less than the square root of x
No sure shot answer or information. One number can be great than another number only when we know the other number or th erelation between them
Statement 1 not sufficient
Statement 2
x^3 > y
so x can be assumed to be positive i.e 2 3 4 5 and if y can be assumed to positive and less than x.
But what can be the possibilities of x and y. Both can be integers, decimals or fractions.
So NOT Sufficient
Combining both, I could conclude that for some value of √x or x^3, y is lesser than √x.
So E for me.
You can, for example never foretell what any one man will do, but you can say with precision what an average number will be up to!
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[email protected]
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Hi vinay1983,
Rather than explain this entire question, I'm going to make a suggestion and have you go back and re-solve it:
A good way to prove what's going on is to TEST VALUES. You've presented a lot of ideas, but you've made a little mistake.
Go back and PROVE whatever you think. Pay attention to the information that you're given, TEST some specific numbers and track the results. You should be able to get this question correct.
GMAT assassins aren't born, they're made,
Rich
Rather than explain this entire question, I'm going to make a suggestion and have you go back and re-solve it:
A good way to prove what's going on is to TEST VALUES. You've presented a lot of ideas, but you've made a little mistake.
Go back and PROVE whatever you think. Pay attention to the information that you're given, TEST some specific numbers and track the results. You should be able to get this question correct.
GMAT assassins aren't born, they're made,
Rich
Last edited by [email protected] on Thu Sep 05, 2013 1:08 pm, edited 1 time in total.
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vinay1983
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[email protected] wrote:Hi vinay1983,
Rather than explain this entire question, I'm going to make a suggestion and have you go back and re-solve it:
A good way to prove what's going on is the TEST VALUES. You've presented a lot of ideas, but you've made a little mistake.
Go back and PROVE whatever you think. Pay attention to the information that you're given, TEST some specific numbers and track the results. You should be able to get this question correct.
GMAT assassins aren't born, they're made,
Rich
Rich, I am not able to follow what you are saying.
Stetement 1
√x > y
means x has to be more than y.Is this correct?
Statement 2
X^3 > y
means y has to be lesser than x?
Then I can Say answer would be D?
Sorry Rich!, could not kickstart my brain for this
You can, for example never foretell what any one man will do, but you can say with precision what an average number will be up to!
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Followed here and elsewhere by over 1900 test-takers.
I have worked with students based in the US, Australia, Taiwan, China, Tajikistan, Kuwait, Saudi Arabia -- a long list of countries.
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[email protected]
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Hi vinay1983,
Compare what you wrote in your second post to what you wrote in your first post. You've written two completely different explanations with different answers.
I suggest that you pick SPECIFIC numbers, write them down and prove if the answer to the question changes or stays the same. You're attempting to "talk" your way past this question and you're making mistakes.
GMAT assassins aren't born, they're made,
Rich
Compare what you wrote in your second post to what you wrote in your first post. You've written two completely different explanations with different answers.
I suggest that you pick SPECIFIC numbers, write them down and prove if the answer to the question changes or stays the same. You're attempting to "talk" your way past this question and you're making mistakes.
GMAT assassins aren't born, they're made,
Rich
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vinay1983
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Hmmm,[email protected] wrote:Hi vinay1983,
Compare what you wrote in your second post to what you wrote in your first post. You've written two completely different explanations with different answers.
I suggest that you pick SPECIFIC numbers, write them down and prove if the answer to the question changes or stays the same. You're attempting to "talk" your way past this question and you're making mistakes.
GMAT assassins aren't born, they're made,
Rich
Ok Combining both statements we have
√x > y and x^3 > y
X has to be positive and x has to be more than y, hence x is more than y!
Then C
You can, for example never foretell what any one man will do, but you can say with precision what an average number will be up to!
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lunarpower
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hey, i wrote this problem!
√x > y doesn't imply that x > y. If it did, then the answer would be (a), not (c).
Here's the thing:
The ORDER OF POWERS is different from "normal" for ...
... negatives
... numbers between 0 and 1.
Just try some numbers in these ranges, and you'll see.
If x < -1, then x^3 < x < x^2. (Plug in something like -2, and watch what falls out.)
If -1 < x < 0, then x < x^3 < x^2. (Plug in something like -1/2.)
If 0 < x < 1, then x^3 < x^2 < x < √x. (Plug in something like 1/2.)
If x > 1, then it's the "normal" order (√x < x < x^2 < x^3).
Note that there's no "√x" for negative values of x.
The reason why statement 1 isn't sufficient is the behavior of numbers between 0 and 1. For instance, if x = 1/4, then √x = 1/2, which is bigger.
So, for instance, if x = 1/4 and y = 1/3, then √x is greater than y, but x itself is less than y.
On the other hand, x is always between √x and x^3 (unless x = 0 or 1, in which case all three are the same). So that's why the two statements together are good enough.
It's more complicated than that.vinay1983 wrote:Ok Combining both statements we have
√x > y and x^3 > y
X has to be positive and x has to be more than y, hence x is more than y!
Then C
√x > y doesn't imply that x > y. If it did, then the answer would be (a), not (c).
Here's the thing:
The ORDER OF POWERS is different from "normal" for ...
... negatives
... numbers between 0 and 1.
Just try some numbers in these ranges, and you'll see.
If x < -1, then x^3 < x < x^2. (Plug in something like -2, and watch what falls out.)
If -1 < x < 0, then x < x^3 < x^2. (Plug in something like -1/2.)
If 0 < x < 1, then x^3 < x^2 < x < √x. (Plug in something like 1/2.)
If x > 1, then it's the "normal" order (√x < x < x^2 < x^3).
Note that there's no "√x" for negative values of x.
The reason why statement 1 isn't sufficient is the behavior of numbers between 0 and 1. For instance, if x = 1/4, then √x = 1/2, which is bigger.
So, for instance, if x = 1/4 and y = 1/3, then √x is greater than y, but x itself is less than y.
On the other hand, x is always between √x and x^3 (unless x = 0 or 1, in which case all three are the same). So that's why the two statements together are good enough.
Ron has been teaching various standardized tests for 20 years.
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vinay1983
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Ron!Am i glad to see you reply to this post!lunarpower wrote:hey, i wrote this problem!
It's more complicated than that.vinay1983 wrote:Ok Combining both statements we have
√x > y and x^3 > y
X has to be positive and x has to be more than y, hence x is more than y!
Then C
√x > y doesn't imply that x > y. If it did, then the answer would be (a), not (c).
Here's the thing:
The ORDER OF POWERS is different from "normal" for ...
... negatives
... numbers between 0 and 1.
Just try some numbers in these ranges, and you'll see.
If x < -1, then x^3 < x < x^2. (Plug in something like -2, and watch what falls out.)
If -1 < x < 0, then x < x^3 < x^2. (Plug in something like -1/2.)
If 0 < x < 1, then x^3 < x^2 < x < √x. (Plug in something like 1/2.)
If x > 1, then it's the "normal" order (√x < x < x^2 < x^3).
Note that there's no "√x" for negative values of x.
The reason why statement 1 isn't sufficient is the behavior of numbers between 0 and 1. For instance, if x = 1/4, then √x = 1/2, which is bigger.
So, for instance, if x = 1/4 and y = 1/3, then √x is greater than y, but x itself is less than y.
On the other hand, x is always between √x and x^3 (unless x = 0 or 1, in which case all three are the same). So that's why the two statements together are good enough.
Thanks for the clarification, but it would help me if you can simplify statement 1 for me a little more
You can, for example never foretell what any one man will do, but you can say with precision what an average number will be up to!
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lunarpower
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x = 1/4 and y = 1/3 satisfy statement 1. In that case, x < y.vinay1983 wrote:it would help me if you can simplify statement 1 for me a little more :(
x = 4 and y = 1 also satisfy statement 1. In that case, x > y.
Not sufficient.
Ron has been teaching various standardized tests for 20 years.
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vinay1983
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lunarpower wrote:x = 1/4 and y = 1/3 satisfy statement 1. In that case, x < y.vinay1983 wrote:it would help me if you can simplify statement 1 for me a little more
x = 4 and y = 1 also satisfy statement 1. In that case, x > y.
Not sufficient.
Aha now i got it! I had erroneously tried to square the variables and also restricted the value of the variables to only positive integers. I did not consider fractions for them. My bad. I am struggling with plugging values. Thanks I will keep an eye on this.
Thanks a lot Ron!
Aha
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lunarpower
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Whenever you see a problem involving the order of powers, numbers between 0 and 1 (and also negative numbers) should be on your radar.vinay1983 wrote:and also restricted the value of the variables to only positive integers. I did not consider fractions for them. My bad. I am struggling with plugging values. Thanks I will keep an eye on this.
Ron has been teaching various standardized tests for 20 years.
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ngalinh
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An easy-to-make-mistake question but it looks simple at the beginning. Is there a way to create hard questions that it opens to many possibilities but still ties up at the end (sufficient), super gmatter? 
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lunarpower
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Sorry, I don't know what this means.ngalinh wrote:An easy-to-make-mistake question but it looks simple at the beginning. Is there a way to create hard questions that it opens to many possibilities but still ties up at the end (sufficient), super gmatter? :)
Ron has been teaching various standardized tests for 20 years.
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Pueden hacerle preguntas a Ron en castellano
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On peut poser des questions à Ron en français
Voit esittää kysymyksiä Ron:lle myös suomeksi
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Quand on se sent bien dans un vêtement, tout peut arriver. Un bon vêtement, c'est un passeport pour le bonheur.
Yves Saint-Laurent
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Learn more about ron
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Yves Saint-Laurent
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