The table shows results from a survey conducted by representatives of Candidate C, who is standing for election to a...

OWNING THE DATASET

Let's start by understanding exactly what this dataset contains and what it doesn't. This initial analysis will save us significant effort later.

The table shows us:

• Total number of survey respondents: 945 people
• Number of respondents who support the candidate by age range (e.g., 126 people in the 28-37 age range support the candidate)
• Number of respondents who enthusiastically support the candidate by age range

Key insight: Notice what's missing - we don't have the total number of respondents in each age range. This limitation will be crucial for determining which statements we can answer.

Looking at one complete row example:

• Age range 28-37: 126 support the candidate, and 84 of those enthusiastically support the candidate

Let's also quickly calculate a few important totals we might need:

• Total supporters across all age ranges: 609
• Total enthusiastic supporters: 355
• Non-enthusiastic supporters: \(609 - 355 = 254\)

ANALYZING STATEMENT 3 (Starting with this one for efficiency)

Statement 3 Translation:
Original: "What percentage of survey respondents in the 28–37 age range support the candidate?"
What we're looking for:

• Number of respondents in the 28-37 age range who support the candidate (which we have: 126)
• Total number of respondents in the 28-37 age range (which we don't have)

In other words: Can we calculate \(\mathrm{(supporters\,in\,28-37\,range)} \div \mathrm{(total\,respondents\,in\,28-37\,range)}\)?

Let's analyze if we can determine this percentage:

• We know 126 people in the 28-37 age range support the candidate
• However, we don't know how many total respondents are in the 28-37 age range
• Without this denominator, we cannot calculate the percentage

Teaching moment: Notice how examining what data is missing from the table structure immediately tells us which calculations are impossible. By starting with Statement 3, we saved time by quickly identifying an insufficient statement without any calculations.

Statement 3 Conclusion: No (Cannot be determined)

ANALYZING STATEMENT 1

Statement 1 Translation:
Original: "What percentage of survey respondents support the candidate?"
What we're looking for:

• Total number of respondents who support the candidate (which we have: 609)
• Total number of survey respondents (which we have: 945)

In other words: Can we calculate \(\mathrm{(total\,supporters)} \div \mathrm{(total\,respondents)}\)?

Let's analyze if we can determine this percentage:

• We have the total number of supporters: 609
• We have the total number of respondents: 945
• With both the numerator and denominator, we can calculate the percentage: \(609 \div 945\)

Teaching moment: For data sufficiency questions, we don't need to actually calculate the final percentage. We just need to confirm we have both required values to calculate it. This saves valuable time.

Statement 1 Conclusion: Yes (Can be determined)

ANALYZING STATEMENT 2

Statement 2 Translation:
Original: "What percentage of survey respondents support, but do not enthusiastically support, the candidate?"
What we're looking for:

• Number of respondents who support but not enthusiastically (which we can calculate: \(609 - 355 = 254\))
• Total number of survey respondents (which we have: 945)

In other words: Can we calculate \(\mathrm{(non-enthusiastic\,supporters)} \div \mathrm{(total\,respondents)}\)?

Let's analyze if we can determine this percentage:

• We know the total support is 609 people
• We know enthusiastic support is 355 people
• Therefore, non-enthusiastic support is \(609 - 355 = 254\) people
• We know the total number of respondents is 945
• With both the numerator and denominator, we can calculate the percentage: \(254 \div 945\)

Teaching moment: We were able to derive the non-enthusiastic supporters by subtraction. Whenever you can derive a required value from the data provided, the statement becomes sufficient.

Statement 2 Conclusion: Yes (Can be determined)

FINAL ANSWER COMPILATION

Let's compile our findings for each statement:

• Statement 1: Yes
• Statement 2: Yes
• Statement 3: No

Therefore, our answer is: Yes, Yes, No

LEARNING SUMMARY

Skills We Used

• Data Gap Recognition: We immediately identified that the table was missing total respondents by age range, which helped us quickly answer Statement 3.
• Sufficiency Analysis: We focused on whether we had the required inputs rather than calculating actual percentages.
• Strategic Statement Order: By tackling Statement 3 first, we saved time by quickly identifying an insufficient statement.

Strategic Insights

• Always spend a few seconds understanding what data is available and what's missing from a table before diving into calculations.
• For percentage questions in data sufficiency, you don't need to calculate the actual percentage - just confirm you have both the numerator and denominator.
• When faced with multiple statements, evaluate the simplest or most obviously insufficient/sufficient ones first.

Common Mistakes We Avoided

• We didn't waste time calculating percentages when we only needed to determine if they could be calculated.
• We didn't follow the statements in numerical order, which would have required unnecessary work before reaching the quick conclusion on Statement 3.
• We didn't attempt to derive values that weren't available in the data (like total respondents by age range).

Remember: In GMAT table analysis, understanding the structure and limitations of your data in the first 5 seconds often provides immediate answers to some statements, saving valuable time for more complex analysis.