Find solution set of .
- A
- B
- C
- D
None of these
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Inequalities are deceptively mechanical in CAT: the algebra is usually simple, and the marks are lost on sign handling, multiplying by a negative, squaring both sides, or dividing by a variable that could be zero. Modulus questions compound all three. Working through a large number of these builds the reflex of checking the sign of what you are multiplying by, which is what the topic actually tests.
Find solution set of .
None of these
Solve the following inequality:
Solve the following inequality:
What values of make the inequality true?
What values of ‘x’ satisfy the inequality: ?
None of the above
A number lies between 0 and 1. Which of the following is true?
The inequality (n – 4)(n – 16) – 2(n – 5) ≤ 0 is satisfied for how many integers n?
Both (b) and (c)
For all possible integers satisfying , the number of integer values of is
If is a positive number that is less than or equal to 5, what is the maximum value of the expression ?
Determine the range of that satisfies:
Solve:
or
or
Which of the following statements is incorrect?
None of these
How many integer values of satisfy the inequality ?
25
27
13
12
If and , then the minimum value of is
1
2
3
4
If , then the minimum value of is
0
1
2
4
What is the product of all integer values of that satisfy the inequality ?
What is the number of integral values of that satisfy: ?
If is a natural number satisfying , then find the least integer such that for each such .
If and , then the maximum value of is
24
27
32
36
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What CAT asks in Inequalities, the mistakes that cost the most marks, and how to practise it.
Linear and quadratic inequalities, inequalities involving modulus, rational inequalities where the denominator can change sign, and questions asking for the range of values a variable or expression can take. Maxima and minima questions frequently reduce to an inequality argument.
Multiplying or dividing both sides by an expression whose sign is unknown, which silently flips the inequality for some values. When the multiplier contains a variable, split into cases rather than assuming it is positive.
Split at the points where each modulus changes sign and solve each interval separately, then combine. The graphical reading, distance on a number line, is faster once you are fluent, but the case split is the version that never fails.
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