Vedic Maths is a collection of techniques/sutras to solve mathematical problem sets

in a fast and easy way. These tricks introduce wonderful applications of

Arithmetical computation, theory of numbers, mathematical and algebraic operations,
higher-level mathematics, calculus, and coordinate geometry, etc.

In this topic we will cover the following:

· Multiplication of various numbers

· Division of various numbers

· Square and Square root of a number

· Cube and Cube root of a number

MULTIPLICATION by 5, 25, 125

· for 5, multiply the number by 10 and divide by 2 (as we can write 5 as 10/2)

· for 25, multiply the number by 100 and divide by 4 (as we can write 25 as 100/4)

· for 125, multiply the number by 1000 and divide by 8 (as we can write 125 as
1000/8)

DIVISION BY 5, 25, 125

· for 5, multiply the number by 2 and divide by 10 (as we can write 5 as 10/2)

· for 25, multiply the number by 4 and divide by 100 (as we can write 25 as 100/4)

· for 125, multiply the number by 8 and divide by 1000 (as we can write 125 as
1000/8)

Example 1: 25 x 684 =?

Sol. Let's see how the trick works.

Divide the number by 4.

684 / 4 = 171 with a remainder of 0. Write 171.

· If you have a remainder of 0 then add 00 at the end.

· If you have a remainder of 1 then add 25 at the end.

· If you have a remainder of 2 then add 50 at the end.

· If you have a remainder of 3 then add 75 at the end.

Since we had a remainder of 0 in the end we are going to add 00 to our answer.
Write 00.

ANSWER is 17100.
Multiplying by 11 is one of the easiest tricks to learn because you don't have to
do any multiplication. You just have to know how to add.

This trick will work for any number multiplied by 11 even really large numbers.

Let us understand it with an example,

Step 1: Write the right hand most digit (one's place digit ) as it is.

Step 2: We add 2 (one's place digit) to the number in left 3 (ten's place digit)
and write 5.

Write the left hand most digit as it is.

Note: On being multiplied by 11, 111, 1111, etc. accordingly the numbers will be
added in doublets, triplets etc.

Example 2: 11 X 3247 =?

Sol. Let's see how the trick works.

· Write down the one's digit: 7

· Add the one's and ten's digits together 7 + 4 = 11 so carry a 1(digit at

ten's place) and write down 1 (digit at one's place).

· Add the next two numbers 4 + 2 = 6 and add the 1 we carried which is 7.
Write down 7.

· Add the next two numbers 2 + 3 = 5 and no numbers carried over. Write down
5.

· Add the last number 3 to any numbers you just carried over. We carried
over 0 so write down 3

ANSWER is 35717.

Example 3: 111 x 4376 = ?

Sol. Let's see how the trick works.

· First write down the one's digit number: Write 6.

· Add the one's and ten's digit numbers 7 + 6 = 13. Carry your 1(digit at
ten's place). Write 3 (digit at one's place).

· Add the one's, ten's and hundred's digits 3 + 7 + 6 = 16 and + 1 we

carried = 17. Carry 1. Write 7.

· Add the first three numbers 4 + 3 + 7 = 14 and + 1 we carried = 15. Carry

1. Write 5.

· Add the first two numbers 4 + 3 = 7 and + 1 we carried = 8. Write 8.

· Add first number 4 to any numbers we carried over. In this case 0. Write
4.

ANSWER is 485736.

This method can be used to multiply any number by 99, 999, etc. It can be divided
into three cases, as explained below.

Case 1: Number of Digits < Number of Nines

Calculate 18 × 999

The number of digits in 18 is less than the number of digits in 999.

Hence, write 18 as 018 by making a number of digits equal. Subtract 1 from 018 to
obtain the left side of the answer.

018−1=017

Subtract each digit of 017 from 9 to obtain the right side of the answer.

9 − 0= 9, 9−1=8, 9−7=2.

That is 982.

Combine left and right sides, that is, 017 and 982

Answer = 017982

Example 4: Calculate 758 × 99999

The number of digits in 758 is less than the number of digits in 99999.

Hence, write 758 as 00758 by making a number of digits equal. Subtract 1 from
00758 to obtain the left side of the answer.

00758−1= 00757

Subtract each digit of 00757 from 9 to obtain the right side of the answer.

9−0=9, 9−0=9, 9−7=2, 9−5=4, 9−7=2.

That is 99242.

Combine left and right sides, that is, 00757 and 99242

Answer =0075799242

Case 2: Number of Digits = Number of Nines

Calculate 24 × 99

Subtract 1 from 24 to obtain the left side of the answer.

24−1=23
Subtract each digit of 23 from 9 to obtain the right side of the answer.

9−2=7, 9−3=6.

That is 76.

Combine left and right sides, that is, 23 and 76

Answer =2376

Example 5: Calculate 2358 × 9999

Subtract 1 from 2358 to obtain the left side of the answer.

2358−1=2357

Subtract each digit of 2357 from 9 to obtain the right side of the answer.

9−2=7, 9−3=6, 9−5=4, 9−7=2.

That is 7642.

Combine left and right sides, that is, 2357 and 7642

Answer =23577642

Case 3: Number of Digits > Number of Nines

Calculate 897 × 99

897×99 = 897(100−1) = 89700−897 = 88803

Example 6: Calculate 23683 × 999

23683 × 999 = 23683(1000−1) =23683000 − 23683 = 23659317

This method can be used to multiply any two-digit numbers.

Example 6: Calculate 24 × 32

3×4 + 2×2 = 16. Write 6 and take 1 as carry.

2×3 = 6. 6 plus carried 1 is 7. Write 7.

Answer = 768

This method can be used to multiply any three-digit numbers.

Example 7: Calculate 223 × 21

3×1 = 3. Write 3.

2×3 + 2×1 = 8. Write 8.

0×3 + 2×1 + 2×2 = 6. Write 6.

0×2 + 2×2 = 4. Write 4.

2×0 = 0. Write 0.

Answer = 4683

This method can be used to multiply two numbers having an equal number of digits
under the following conditions.

· There is a common left part.

· Sum of the right parts is 10, 100, etc.

Example 8: 32 x 38 = 1216

Both numbers here start with 3 and the last figures (2 and 8) add up to 10.

So we just multiply 3 by 4 (the next number up) to get 12 for the first part of the
answer.

And we multiply the last figures: 2 x 8 = 16 to get the last part of the answer.

Diagrammatically:

Example 9: Calculate 143 × 147

These numbers have an equal number of digits and commonly left part 14. Also, sum
of right parts, 3 and 7 is 10.

Therefore, we can use this special multiplication method.

Multiply the common left part by its next number to obtain the left side of the
answer.

14×15= 210

Multiply the right parts to obtain the right side of the answer.
3×7= 21

Combine left and right sides, that is, 210 and 21

Answer is 21021

Example 10: Calculate 103 × 197

These numbers have an equal number of digits and commonly left part 1. Also, sum of
right parts, 03 and 97 is 100.

Therefore, we can use this special multiplication method.

Multiply the common left part by its next number to obtain the left side of the
answer.

1×2=2

Multiply the right parts to obtain the right side of the answer.

03×97=291

Both 03 and 97 have two digits each. That is a total of four digits. Therefore
write 291 with four digits, 0291. Combine left and right sides, that is, 2 and 0291

Answer is 20291

This method can be used to multiply two two-digit numbers under the following
conditions:

· Units digits are the same.

· The Sum of tens digits is 10.

Example 11: Calculate 38 × 78

These are two-digit numbers with the same units digit 8. Also, the sum of tens
digits, 3 and 7 is 10. Therefore, we can use this special multiplication method.

Multiply tens of digits and add common units digit to obtain the left side of the
answer.

3×7+8=29

Multiply units digits to obtain the right side of the answer.

8×8=64

Combine left and right sides, that is, 29 and 64

Answer is 2964
Example 12: Example: Calculate 27 × 87

These are two-digit numbers with the same units digit 7. Also, the sum of tens
digits, 2 and 8 is 10. Therefore, we can use this special multiplication method.

Multiply tens of digits and add common units digit to obtain the left side of the
answer.

2×8+7=23

Multiply unit digits to obtain the right side of the answer.

7×7=49

Combine left and right sides, that is, 23 and 49

Answer is 2349

Source: [Link]

To square any number that ends in 5, simply

1. Multiply the ten's (left) digit(s) by the next-higher digit (itself+1)

2. Attach 25 at the end

752 = 5625

752 mean 75 x 75.

The answer is in two parts: 56 and 25. The last part is always 25.

The first part is the first number, 7, multiplied by the number "one more", which
is 8: so 7 x 8 = 56

Similarly 9952 = 99 × 100 = 9900 and 25; that is 990025.

Step-1: 325 – 3_25 => 3

Step 2: Square the number from step-1.

32 = 9

Step 3: Divide the number from Step-1 by 2: 3/2 = 1.5

Step 4: Add step-2 and step 3: 9+1.5 = 10.5

Step 5: Multiply the number from step-4 by 10: 10.5*10 = 105

Step-6: Write the number 625 next to the result from step 5: 105_625

105625 is the answer

Here you must remember the following steps:

1. The answer has two parts and each part required 2 digits only.

2. Take a number “X” then subtract 100 from that number i.e X -100

3. For the 1st part, find the square of that value i.e (X-100)2

4. The first part required 2 digits so if it came less than two digits then add
“0” for ten's place otherwise if it came more than 2 digits then 3rd digit at a
hundredth place should be a carryover to the next part i.e 2nd part.

For the second part, our base number is X. i.e the value X-100 is to be added to X
and also add carryover number from 1st part if any.

Example 13: Find 972

Step 1 : 97-100 = -3

Step 2 : (-3)2 = 9 So, our 1st part is 09 (Require 2digits in 1st part).

Step 3 : 97 + (-3) + 0(it is carry over from 1st part) = 94. So, our 2nd part is
94.

So our final answer is 9409.

Example 14: Find 1112

Step 1 : 111-100 = 11

Step 2 : (11)2 = 121 So, our 1st part is 21 (Require 2 digits in 1st part and “1”
carryover to 2nd part.).

Step 3 : 111 + (11) + 1(it is carry over from 1st part) = 123. So, our 2nd part is
123.

So our final answer is 12321.

Here you must remember the following steps:

1. The answer has two parts and each part required 2 digits only. (except only
for 31, here came one digit for 2nd part) .

2. Take a number “X” then subtract 50 from that number i.e X -50

3. For the 1st part, find the square of that value i.e (X-50)2

4. The first part required 2 digits so if it came less than two digits then add
“0” for ten's place otherwise if it came more than 2 digits then 3rd digit at a
hundredth place should be a carryover to the next part i.e 2nd part.

5. For the second part, our base number is 25. i.e the value X-50 is to be
added to 25 and also add carryover number from 1st part if any.

Example 15: Find 482

Step 1 : 48-50 = -2

Step 2 : (-2)2 = 4 So, our 1st part is 04 (Require 2digits in 1st part).

Step 3 : 25+ (-2) + 0(No carry over from 1st part) = 23. Our 2nd part is 23.

So our final answer is 2304

Example 16: Find 672

Step 1 : 67-50 = +17

Step 2 : (17)2 = 289 So, our 1st part is 89 (Require 2digits in 1st part and “2”
carryover to 2nd part.).

Step 3 : 25+ (+17) + 2(it is carry over from 1st part) = 44. Our 2nd part is 44.

So our final answer is 4489

To find the square root of small numbers like 4, 9, 16, 25, etc. is an easy task.
Because we already know from the multiplication table of 1 to 10, the number when
multiplied by itself gives the squares, in a two-digit form. But if the number is
three-digit or four-digit, then it is difficult to find the root of these numbers,
because we cannot remember the table for higher numbers. Let us find out the trick
to determine the root of large numbers.

Suppose we need to find the square root of large numbers such as 4489.

Step 1: The unit digit in this number is 9 which can be a unit digit of its square
root number is 3 or 7 because 3^2 is 9 and 7^2 is 49.
Step 2: Now let us consider the first two digits that is 44 which comes between the
squares of 6 and 7 because 6^2 < 44 < 7^2

Step 3: We can assume that the ten’s digit of the square root of 4489 is the lowest
among the two numbers i.e. 6 and we need to find the unit digit of the square root
of the number 4489.

Step 4: Now, we need to find between 63 or 67 which is the square root of 4489.

Step 5: Since the ten’s digit is 6 and the next number is 7, we need to multiply
both the numbers like 6 x 7 = 42 and since 42 is less than 44.

Step 6: Square root of 4489 will be the bigger number between 63 and 67 i.e. 67.

Therefore, √4489 = 67

Cube of a number means If any number is multiplied by itself three times, then the
product is called the cube of that number.

First, remember the cube of a number from 1 to 10.

1³= 1;

2³= 8;

3³= 27;

4³= 64;

5³= 125;

6³= 216;

7³= 343;

8³= 512;

9³= 729;

10³= 1000

As per the given number we can choose the method for cube of that number

Find the cube of 70 ( 70³= ? )

Simple we can write the value of 7³ and add three zeros on the right side. i.e 7³ =
343 and 70³ = 343000

Find the cube of 11 ( 11³= ? )

Use the simple algebra formula (a + b)³ = a³ + 3a²b + 3ab² + b³.

we can write 11³ = ( 10 + 1 )³ . So here take a = 10 , b = 1 then

( 10 + 1 )³ = 1000 + 300 + 30 + 1 = 1331.

Find the cube of 48 ( 48³= ? )

Use the simple algebra formula (a – b)³ = a³ – 3a²b + 3ab² – b³.

we can write 48³ = (50- 2 )³ . So here take a = 50 , b = 2 then

( 50 – 2 )³ = 125000 – 15000 + 600 – 8 = 110592.

Find the cube of 68 ( 68³= ? )

Take formula (a + b)³ = a³ + 3a²b + 3ab² + b³. and here assume Here, a = 6 and b
=8.

Step 1 : Take b³ = 8 x 8 x 8 = 512. Take the last digit into the answer last place
and the remaining value to be added to the next step.

i.e Ans: 2 and 51 to be added in the next step.

Step 2 : Take 3ab² = 3 x 6 x 64 = 3 x 384 = 1152 and 51 ( from previous step). So

1152 + 51 = 1203. Here Take lost digit into the answer next place and remaining
value to be add to next step.

i.e Ans : 3, 2, and 120 are to be added in the next step.

Step 3 : Take 3a²b =(3 x 36 x 8) + 120= 864 + 120 = 984. Here Take lost digit into
the answer next place and remaining value to be add to next step.

i.e Ans: 43, 2, and 98 are to be added in the next step.

Step 4 : Take a³ =(6 x 6 x 6) + 98= 216 + 98 = 314. Take this value into the answer
next places.

i.e Ans: 314432.

Therefore, (68)³ = 314432.

Find the cube of 728 ( 728³= ? )

Step 1: Split the number as like i.e 7 – 28 or 72 – 8.

Here we take 72 – 8.

Step 2 : Divide the 1st part by 2nd part. i.e 72/8 = 9. Here we can take a = 8 , b=
9 , c = 8³ = 512

Step 3 : Cube of 1st part c = 8 x 8 x 8 = 512. Here Take the last digit in answer
and the remaining value 51 to be added to the next step.
i.e Ans: 2 and 51 are to be added in the next step.

Step 4 : 3 bc + 51= (3 x 9 x 512) +51= 13824 + 51 = 13875 . Here Take lost digit
into the next digit in answer and remaining value 1387 to be add to next step.

i.e Ans: 5 2 and 1387 is to be added in the next step.

Step 5 : 3 b² c +13875= (3 x 9 x 9 x 512) +1387= 124416 + 1387 = 125803 . Here Take

lost digit into the next digit in answer and remaining value 12580 to be add to
next step.

i.e Ans : 3 5 2 and 12580 is to be added in the next step.

Step 6 : b³ c +12580= ( 9 x 9 x 9 x512) +12580= 373248 + 12580 = 385828. Here Take

this value into the answer

i.e Ans : 385828352.

Cube roots of perfect cubes can be found out faster using Vedic Mathematics.

Points to remember

1. To calculate the cube root of any perfect cube quickly, we need to remember the
cubes of 1 to 10 (provided below).

2. From the above cubes of 1 to 10, we need to remember an interesting property.

Example 17: Find Cube Root of 4913

Step 1: Identify the last three digits and make groups of three digits from the
right side. i.e., 4913 can be written as:

4, 913

Step 2: Take the last group which is 913. The last digit of 913 is 3.

Remember point 2, If the last digit of perfect cube= 3, last digit of cube root = 7

Hence the rightmost digit of the cube root = 7

Step 3: Take the next group which is 4

Find out which maximum cube we can subtract from 4 such that the result ≥0
We can subtract 13=1 from 4 because 4−1=3 (If we subtract 23=8 from 4, 4−8=−4 which
is < 0)

Hence the left neighbor digit of the answer =1

i.e., answer = 17
A number is an arithmetic value used for representing the quantity and used in
making calculations. A written symbol like “3” which represents a number is known
as numerals. A number system is a writing system for denoting numbers using digits
or symbols in a logical manner.

The numeral system:

•Represents a useful set of numbers

•Reflects the arithmetic and algebraic structure of a number

•Provides standard representation

The numbers can be classified into sets known as the number system. The different
types of numbers in maths are

Source: [Link]
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Natural numbers are known as counting numbers that contain the positive integers
from 1 to infinity. The set of natural numbers is denoted as “N” and it includes N
= {1, 2, 3, 4, 5, ……….}

Whole numbers are known as non-negative integers and it does not include any
fractional or decimal part. It is denoted as “W” and the set of whole numbers
includes W = {0, 1, 2, 3, 4, 5........}

Source: [Link]
1/3/5/4/135405514/number-system-21_orig.png

The numbers which are exactly divisible by 2, are called even numbers. These can be
positive or negative integers such as -42, -36, -12, 2, 4, 8, and so on.

The numbers which are not exactly divisible by 2, are called odd numbers. These can
be both positive and negative integers such as -3, -15, 7, 9, 17, and 25, and so
on.

Operations on Even number and odd numbers

The addition or subtraction of any two odd numbers will always result in an even
number or zero. E.g. 11+ 5 = 16; 11 - 5 = 6.
Addition or subtraction of any two even numbers will always result in an even
number or zero. E.g. 6 + 8 = 14; 8 - 2 = 6.

Addition or subtraction of an odd number from an even number will result in an odd
number. E.g. 8 + 5 = 13; 12 - 5 = 7.

Addition or subtraction of an even number from an odd number will result in an odd
number. E.g. 7 + 6 = 13; 11 - 6 = 5.

Multiplication of two odd numbers will result in an odd number. E.g. 5 × 7 = 35.

Multiplication of two even numbers results in an even number. E.g. 4 × 6 = 24.

Multiplication of an odd number and an even number will result in an even number.
E.g. 7 × 4 = 28.

An odd number raised to an even or an odd power is always odd.

An even number raised to an odd or an even power is always even.

Those numbers, which are divisible only by themselves and 1, are called prime
numbers. In other words, a number, which has only two factors, 1 and itself, is
called a prime number. e.g. 2, 3, 5, 7, etc.

Note: 2 is the only even prime number.

There are 25 prime numbers up to 100. These are 2, 3, 5, 7, 11, 13, 17, 19, 23,
29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89 & 97. These should be
learnt by heart.

Key facts

Every prime number is always written in the form of (6n-1) and (6n+1). (except 2,3)

But every number that can be represented in this form { (6n-1) & (6n+1)} not always
be a prime number

Two numbers are considered to be prime to each other if their HCF is 1. e.g. 5 and
24 are prime to each other. In other words, 5 and 24 are co-prime.

To check whether a number is prime- e.g. 79, we do not need to check all the
factors below 79. The square of 8 is 64 & that of 9 is 81. Therefore, check if any
of the prime numbers less than 9 is a factor of 79. The prime numbers 2, 3, 5, 7
are not the factors of 79. So, 79 is a prime number.

A number, which has factors other than itself and 1, is called a composite number.
e.g. 9, 16, 25...

Note: 1 is neither a composite number nor a prime number.

If the sum of all the factors of a number excluding the number itself happens to be
equal to the number, then the number is called a perfect number. 6 is the first
perfect number. The factors of 6 are 1, 2, 3 & 6. Leaving 6 the sum of other
factors of 6 are equal to 6. The next perfect numbers after 6 are 28, 496, and
8128.

Integers are the set of all whole numbers but it includes a negative set of natural
numbers also. “Z” represents integers and the set of integers are Z = {-3, -2, -1,
0, 1, 2, 3....}

All the positive and negative integers, fractional and decimal numbers without

imaginary numbers are called real numbers. It is represented by the symbol “R”.

Any number that can be written as a ratio of one number over another number is
written as rational numbers. This means that any number that can be written in the
form of p/q. The symbol “Q” represents the rational number.

The number that cannot be expressed as the ratio of one over another is known as
irrational numbers and it is represented by the symbol-” P”.

The imaginary numbers are the complex numbers that can be written in the form of
the product of a real number and the imaginary unit “i”.

Properties of Imaginary Numbers:

Imaginary Numbers has an interesting property. It cycles through 4 different values

each time when it is under multiplication operation.

i = √(-1)

i2 = -1

i3 = -i

i4 = +1

i4n = 1

i4n-1= -i

∑n= (n (n+1)/2) , ∑n is the sum of first n natural numbers.

∑n^2 = (n (n+1) (2n+1)/6), ∑n^2 is the sum of first n perfect squares.

∑n^3 = (n^2(n+1) ^2/4) = (∑n) ^2, ∑n^3 is the sum of first n perfect cubes.

The local value or face value of a digit in a number is the actual value of the
digit. e.g. The local value of 5 in 7415236 is 5.

The place value is the value of the digit at which it is placed. e.g. the place
value of 5 in 7415236 is 5000 as 5 is placed at the thousand's place in the number.

Source: [Link]
1/3/5/4/135405514/number-system-8_orig.png

Observation #1:

Notice that √(9) is a natural number. It is because √(9) = 3

Observation #2:

Notice that the only difference between natural numbers and whole numbers is zero.

Whole numbers = Natural numbers + zero

Observation #3:

Notice that the difference between whole numbers and integers are the negative
numbers.

Integers = Whole numbers + the negative of the whole numbers

Observation #4:

All integers are fractions. Not all fractions are integers

Example: -2 is an integer and can be written as -2/1 to make it a fraction.

However, -1/3 = -0.333333333 is not an integer

Observation #5:

Fractions can be written as a terminating decimal or a repeating decimal

Example: 1/2 = 0.5 and 0.5 is a terminating decimal. 1/3 = 0.3333333 and 0.3333333
is a repeating decimal

Observation #6:

Rational numbers = Integers + fractions

Observation #7:

Irrational numbers are numbers that cannot be written as a fraction

Example: pi= 3.14..., 2.224879566117426874, √(7)

Another way to see them is that they are neither repeating decimals nor terminating
decimals

Observation #8:

Real numbers = rational numbers + irrational numbers

Observation #9:

The difference between complex numbers and real numbers is that complex numbers
give solutions for the following expressions and more!
√(-7), √(1-8), √(-25) = 5i, etc...

Category I:- decimal to fraction conversion depends on the recurring element of a

number.

if there is a bar on one digit then in the denominator 10-1= 9 used

if there is a bar on two digits, then in denominator 100-1 = 99 used

So, the denominator value depends upon the number of digits below the bar or the
number of recurring digits.

Category II:- if the recurring element is started from other than the starting
decimal value, then based upon the position we multiply or divide the power of 10.

Category III:- If there is a mixture of non-recurring and recurring elements in a

number. In that case, the denominator and multiple of a power of 10 depend only on
recurring value, but numerator value changed accordingly(full digit number – non-
recurring value).

Example 1: The product of 3 consecutive even numbers is always divisible by P. What

is P?

Answer: The smallest possible 4 consecutive even numbers are: 2, 4, and 6. The
product of these four numbers is 2 × 4 × 6 = 48. So, any 3 consecutive even numbers
will always be divisible by 48.

Example 2: which positive integer is neither prime nor composite number?

Answer: 1 is neither prime nor composite number. As the prime number has 2 factors
and a composite number has more than two factors, but 1 has only one factor i.e.1.

Example 3: Arrange the given numbers -4, 3, -12, -5, 7 in ascending order.

Answer: -12<-5<-4<3<7

Example 4: Find the sum of odd natural numbers up to 100.

Answer: Here we have 1 + 3 + 5 + ...... + 99 = (50 × 100/2) = 2500

Example 5: What is the value of R, where R = 1^3 + 2^3 +......20^3?

Answer: You have to find the sum of the first 20 perfect cubes. The formula of the
sum of cubes of 1st N Natural Numbers is to be applied. ∑20^3 = ((20 × 21)/ 2) ^2 =
44100.

Example 6: If A and B is an odd number, then which of the following is an even

number?

1) A+B+AB
2)A+B+1

3) A+B+2AB

4) 6A-3B

Answer: As A+B is even (odd+odd = even)

in option 1) even + AB = even + odd = odd

in option 2) even+1 = even + odd = odd

in Option 3) even + 2AB = even +even = even

In option 4) 6A + 3B = even×odd + odd×odd = even + odd = odd.

Example 7: The sum of two numbers is 52. What could be the maximum possible
product of those 2 numbers?

Answer: When the sum of two numbers is constant, then the product of those two
numbers is maximum when those two numbers are as close to each other. As 26 + 26 =
52, so answer will be 26 × 26 = 676.

Example 8: 47 is added to the product of 71 and an unknown number. The new number
is divisible by 7 giving the quotient 98. The unknown number is a multiple of

Answer. Let the unknown number be x

According to the question,

71 × x + 47 = 98 × 7 ⇒ 71x = 686 – 47 = 639 ⇒x=639/71=9. Which is a multiple = 3

Example 9: A man ate 100 grapes in 5 days. Each day, he ate 4 more grapes than
those he ate on the earlier day. How many grapes did he eat on the first day?

Answer:-Let number of grapes eaten on the first day be x

x + (x + 4) + (x + 8) + (x + 12) + (x + 16) = 100

⇒ 5x + 40 = 100

⇒ 5x = 100 – 40 = 60

⇒x=60/5=12

Example 10: The product of two numbers is 120 and the sum of their squares is 289.
The sum of the number is:

Answer: x*y = 120 and x^2 + y^2 = 289.

(x + y)^2 = x^2 + y^2 + 2xy = 289 + (2 x 120) = 529

x + y = (529) ^1/2 = 23.

As the name suggests, divisibility tests or division rules in Maths help one to
check whether a number is divisible by another number without the actual method of
division. If a number is completely divisible by another number then the quotient
will be a whole number and the remainder will be zero.
 What is Divisor?

A divisor is divided into another number either completely or with a remainder.

A divisor is represented in a division equation as:

Source: [Link]
1/3/5/4/135405514/divisibility-rule-4_orig.png

On dividing 20 by 4, we get 5. Here 4 is the number that divides 20 completely into

5 parts and is known as the divisor. Its division equation is

Source: [Link]
1/3/5/4/135405514/divisibility-rule-5_orig.png

Similarly, if we divide 20 by 5, we get 4. Thus, both 4 and 5 are divisors of 20.

Different ways of representation of divisor

There are different styles of expressing a division equation. In the images below,
the various methods of writing a divisor are shown below:

Source: [Link]
1/3/5/4/135405514/divisibility-rule-7_orig.png

Key Points to Remember

Divisor divides the number into parts.

The divisor can divide the dividend either completely or partially. When divided
completely, the remainder is zero and when divided partially, the remainder is a
non-zero integer.

Divisor could be a positive or negative number.

A number that divides an integer exactly, leaving no remainder, is also termed as

the divisor.

The divisor 1 and -1 can divide every integer, present in the number line.

Source: [Link]
1/3/5/4/135405514/divisibility-rule-1_orig.jpg
If a number is even or a number whose last digit is an even number- i.e. 2,4,6,8
including 0, it is always completely divisible by 2.

Example: 508 is an even number and is divisible by 2 but 509 is not an even number,
hence it is not divisible by 2. The procedure to check whether 508 is divisible by
2 or not is as follows:

Consider the number 508

Just take the last digit 8 and divide it by 2

If the last digit 8 is divisible by 2 then the number 508 is also divisible by 2.

The divisibility rule for 3 states that a number is completely divisible by 3 if

the sum of its digits is divisible by 3.

Consider a number, 308. To check whether 308 is divisible by 3 or not, take sum of
the digits (i.e. 3+0+8= 11). Now check whether the sum is divisible by 3 or not. If
the sum is a multiple of 3, then the original number is also divisible by 3. Here,
since 11 is not divisible by 3, 308 is also not divisible by 3.

Similarly, 516 is divisible by 3 completely as the sum of its digits i.e. 5+1+6=12,
is a multiple of 3.

If the last two digits of a number are divisible by 4, then that number is a
multiple of 4 and is divisible by 4 completely.

Example: Take the number 2308. Consider the last two digits i.e. 08. As 08 is
divisible by 4, the original number 2308 is also divisible by 4.

Numbers, which last with digits, 0 or 5 are always divisible by 5.

Example: 10, 10000, 10000005, 595, 396524850, etc.

Numbers that are divisible by both 2 and 3 are divisible by 6. That is, if the last
digit of the given number is even and the sum of its digits is a multiple of 3,
then the given number is also a multiple of 6.

Example: 630, the number is divisible by 2 as the last digit is 0.

The sum of digits is 6+3+0 = 9, which is also divisible by 3.

Hence, 630 is divisible by 6.

The rule for divisibility by 7 is a bit complicated which can be understood by the
steps given below:

Source: [Link]
1/3/5/4/135405514/divisibility-rule-2_orig.jpg

Example: Is 1073 divisible by 7?

From the rule stated remove 3 from the number and double it, which becomes 6.

Remaining number becomes 107, so 107-6 = 101.

Repeating the process one more time, we have 1 x 2 = 2.

The remaining number (10 – 2) =8.

As 8 is not divisible by 7, hence the number 1073 is not divisible by 7.

If the last three digits of a number are divisible by 8, then the number is
completely divisible by 8.

Example: Take number 24344. Consider the last two digits i.e. 344. As 344 is
divisible by 8, the original number 24344 is also divisible by 8.

The rule for divisibility by 9 is similar to the divisibility rule for 3. That is,
if the sum of digits of the number is divisible by 9, then the number itself is
divisible by 9.

Example: Consider 78532, as the sum of its digits (7+8+5+3+2) is 25, which is not
divisible by 9, hence 78532 is not divisible by 9.

The divisibility rule for 10 states that any number whose last digit is 0, is
divisible by 10.

Example: 10, 20, 30, 1000, 5000, 60000, etc.

If the difference of the sum of alternative digits of a number is divisible by 11,

then that number is divisible by 11 completely.

In order to check whether a number like 2143 is divisible by 11, below is the
following procedure.
Group the alternative digits i.e. digits which are in odd places together and
digits in even places together. Here 24 and 13 are two groups.

Take the sum of the digits of each group i.e. 2+4=6 and 1+3= 4

Now find the difference of the sums; 6-4=2

If the difference is divisible by 11, then the original number is also divisible by
11. Here 2 is the difference which is not divisible by 11.

Therefore, 2143 is not divisible by 11.

If the number is divisible by both 3 and 4, then the number is divisible by 12

exactly.

Example: 5864

Sum of the digits = 5 + 8 + 6 + 4 = 23 (not a multiple of 3)

Last two digits = 64 (divisible by 4)

The given number 5846 is divisible by 4 but not by 3; hence, it is not divisible by
12.

For any given number, to check if it is divisible by 13, we have to add four times
of the last digit of the number to the remaining number and repeat the process
until you get a two-digit number. Now check if that two-digit number is divisible
by 13 or not. If it is divisible, then the given number is divisible by 13.

For example: 2795 → 279 + (5 x 4)

→ 279 + (20)

→ 299 → 29 + (9 x 4) → 29 + 36 →65

Number 65 is divisible by 13, 13 x 5 = 65.

Subtract five times the last digit from the remaining leading truncated number. If
the result is divisible by 17, then so was the first number. Apply this rule over
and over again as necessary.

Example: 3978-->397-5*8=357-->35-5*7=0. So 3978 is divisible by 17.

Add two times the last digit to the remaining leading truncated number. If the
result is divisible by 19, then so was the first number. Apply this rule over and
over again as necessary.
EG: 101156-->10115+2*6=10127-->1012+2*7=1026-->102+2*6=114 and 114=6*19, so 101156
is divisible by 19.

As we know that 1001 is a multiple of 7, 11, and 13; i.e. 1001 = 7×11×13.

So, if any number is divisible by 1001 it will be divisible by 7,11,13 also. We can
use this concept to finds out the divisibility of a number.

Step I:- To find out the divisibility, break a number into a pair of three digits
from the right end.

Step II:- Find the difference between the sum of odd position pairs and even
position pairs.

Step III:- A) If the difference is zero or multiple of 1001 then the number will be
divisible by 7,11,13.

B) If the difference is not zero or multiple of 1001, but

multiple of 7 or 11 or 13 or any two of these; then that number is divisible by
those numbers only.

Example 1: find whether the number 248831583 is divisible by 1001.

Sol: Step I:- break the number 248|831|583

Step II:- difference = (Sum of pairs in odd position)- (Sum of pairs

in even positions)

= (583+248)- (831) = 0

As, the difference is Zero, So the number is divisible by All the

given numbers(i.e. 7,11 and 13)

Example 2: find whether the number 12376 is divisible by 7,11 and 13.

Sol: Step I:- break the number as 012|376

Step II:- difference = 376-012 = 364

Now, the difference is not zero or multiple of 1001, but it is a multiple of 7 and
13.

So, this number is divisible by 7 and 13 But not 11.

Example 3: find whether the number 34876501238 is divisible by 7,11 and 13.

Sol: Step I:- Break the number as 034|869|501|238.

Step II:- Difference = (238+869) – (501+34) = 572.

As the difference is not zero but the multiple of 11 and 13.

So, the given number is multiple of 11 and 13, but not 7.

Example 1: 8 + 8 of 8 ÷ 8 - 34/5

Answer: 8 + 64 ÷ 8 - (34/5) (Note: ‘of’ must be solved before ‘÷’)

= 8 + 8 - (34/5) ⇒ 16 - (34/5) = 46/5

Example 2: Simplify: 8÷8 of 8+8/8÷8×8+8

Answer: 8÷8 of 8+8/8÷8×8+8 ⇒ 8÷64+8/8× (1/8) ×8+8

8× (1/64) +8/8+8 = (1/8) +8/16 ⇒ 65/8 × 1/16 = 65/128

Example 3: 1723 + 2923 is divisible by

23 B. 22 C. 50 D. 24

Sol: As in the case of an+bn, if n is an odd number, then (a+b) is a factor of that
expression.

So, (17+29) =46 is a factor of the given expression. So, option (a)
is the right answer

Example 4: If (232 + 1) is completely divisible by a whole number, which of the

following number is completely divisible by that whole number?

A. 296 + 1 B. 178 C.
232 D. 332

Sol: As, we don’t know that whole number factor, so to find the number we have to
consider (232 + 1) as a factor.

As option A. has a factor of (232 + 1), so option A. is the right answer.

Example 5: If the number 5*2 is divisible by 6, then * is?

A.2 B.3 C.4 D.7

Sol: divisibility of 6 has to satisfy divisibility of 2 & 3.

Now as the last digit is even, which means it is divisible by 2.

For divisible by 3 sums of digits has to be a multiple of 3. So, option A.

satisfies the divisibility criteria. (* = 2)

Example 6: If a three-digit number ‘ABC’ has one prime factor, then how many Prime
factors does the six-digit number ‘ABCABC’ have? (A, B, and C are positive single-
digit integers)

Answer: Using the concept of 1001 as the difference of pair of three digits is
zero. so it is divisible by 1001. which means it has 1,7,11,13, ABC prime factors.
Suppose someone asks you about an address. How will you tell that person? You will
use the words like straight, right, left, turn, north, east, west, south, back etc.
What are all these? These are some of the direction senses and terms used to locate
an object or a location. In logical reasoning, we are given some problems based on
the direction and the distance between them. The real question arises as to how to
find the correct solution for these direction reasoning problems? Let us get
started to learn more of the direction reasoning.

The direction is a measurement of the position of one thing with respect to another
thing.

Displacement is the measurement of the shortest distance between the initial and
final point.

Here the candidate have to trace and follow the logical path correctly and sense of
direction correctly. Direction and distance test mainly deals with two types of
direction i.e. main direction and cardinal direction

There are four types of directions, viz. East, West, North, and South. Sunrises in
the East. Just opposite of East is West and the South is in the opposite to North.

Abbreviations for these directions are E (East), W (West), N (North), and S

(South).

The distance from a point is ‘P’ in the horizontal direction and a distance of ‘Q’
in the vertical direction can be calculated by following theorem:

Pythagoras Theorem:

I. QR2 = QP2 + PR2

II. QP2 = QR2– PR2

III. PR2 = QR2 – QP2

A direction between two main directions is called cardinal direction. Clearly,
there are four cardinal directions.

They are

· N-E(North-East)

· N-W(North-West)

· S-E(South-East)

· S-W(South-West)

We should use the diagram as given in question for the purpose of sensing
directions

Note: - Angle formed between two main directions is 90o and the angle formed
between a cardinal direction and the main direction is 45 o.

To solve angle movement questions. It is necessary to know about the rotations of

angles which are given below

I) For right direction movement (Clockwise)

II) For left direction movement (Anti-clockwise)

Left turn Anti-clockwise direction

Right turn Clockwise direction

In Morning/ Sunrise Time

a) If a person facing towards Sun, the shadow will be towards his back or in
the West.

b) If a person facing towards the South, the shadow will be towards his right.

c) If a person facing towards West, the shadow will be towards his front.

d) If a person facing towards the North, the shadow will be towards his left.
In Evening/ Sunset Time

a) If a person facing towards Sun, the shadow will be towards his back or in
the East.

b) If a person facing towards the North, the shadow will be towards his right.

c) If a person facing towards the East, the shadow will be towards his front.

d) If a person facing towards the South, the shadow will be towards his left.

Note- At 12:00 noon is no shadow because the rays of the Sun are vertically
downward.

The question covered under the head of ‘direction test’ further divided into the
following types:

In this type of question, we have to ascertain the final direction with respect to
the initial point or the directional relations between two points/things.

Example 1: A man is facing towards West and turns through 450 clockwise, again 1800
clockwise and then turns through 2700 anti-clockwise. In which direction is he
facing now?

A. West

B. North-West

C. North

D. South

E. South-West

Answer. E

Finally, on moving 2700 anti-clockwise, he faces in the direction OS which is

South-West.

In this type of question, we deal with the distance between the starting and final
point or between two points/persons/things. There are various formats/patterns of
displacement.

Example 2: Mayank walks 20 m North. Then, he turns right and walks 30 m. Now, he
turns right and walks 35 m. Now, turning left, he walks 15 m. Again, he turns lefts
and moves 15 m. How far is he from his original position?

A. 15 m
B. 45 m

C. 15 m

D. 40 m

E. None of these

Answer. B

Mayank’s distance from his original position (AF) = BC + DE = 30 + 15 = 45 m

Also ‘F’ lies to the East of ‘A’.

Example 3: Harry walks 25 meters towards North from his friend’s house. Then he
turns left and walks 32 meters. He again turns left and walks 25 meters. Further,
he moves 25 meters after turning to his right. How far is he from his friend’s
house?

A. 50

B. 7

C. 57

D. 0

Answer: C. 57

Diagram:

In this type of question, we deal with the final distance between the starting and
final point of any person/object/thing. There are various formats/patterns of
distance and direction.

Example 4: Martin walked 13 meters towards the South from his Gym. He turned left
and walked 10 meters. He took a left turn and walked 5 meters and then he turned
right and walked for 5 meters. How far is he from his Gym and in which direction?

A. 19 meters, North-West

B. 13 meters, South-East

C. 15 meters, North-West

D. 17 meters, South-East

Answer: D. 17 meters, South-East

Diagram:
Required distance = 17 m

Example 5: Ted drives a car 10 miles towards North from his office. He turns 270°
clockwise and drives for 20 miles. Now, he turns 270° anti-clockwise and drives a
car for 37 miles. Finally, he reaches his house after driving for 20 miles to his
right. How far is Ted’s house from his Office and in which direction?

A. 40 miles, South

B. 47miles, North

C. 30 miles, East

D. 37 miles, West

Answer:

Correct Option: B

Hence, we can say that Ted's house from his office is 47 miles and in the North
direction

Example 6: One morning after sunrise, Nandini and Ravya were sitting in a lawn with
their backs towards each other. Nandini’s shadow fell exactly towards her left-hand
side. Which direction was Ravya facing?

A. East

B. West

C. North

D. South

Answer: D

Since it was morning and Nandini’s shadow fell exactly to her left-hand side. It
means Nandini was facing North and hence Ravya should be facing South.

Hence the answer is option D.

Example 7: One morning after sunrise Raman while going to school met Rajat at road
crossing. Rajat’s shadow was exactly to the right of Raman. If they were face to
face, which direction was Raman facing?

A. South
B. North

C. East

D. West

Answer: a) South

In the morning the shadow falls towards the west. Rajat’s shadow falls to the right
of the Raman. So Raman is facing South.

Example 8: A clock is so placed that at 2:00 p.m. the minute hand points towards
North-east. In which direction does the hour hand point at 6:00 p.m.?

A. North-West

B. West

C. North-East

D. South-West

Answer:

If the Minute hand is 12 which is North-east, then at 6.00 p.m. the hour hand will
be pointing at the number 6. Since the number 12 and 6 are exactly the opposite.
The opposite of North-east should be South-west. Hence option D is the correct
answer.

Solved Examples

Q1. A school bus driver starts from the school, drives 2 km towards North, takes a
left turn, and drives for 5 km. He then takes a left turn and drives for 8 km
before taking a left turn again and driving for further 5 km. The driver finally
takes a left turn and drives 1 km before stopping. How far and towards which
direction should the driver drive to reach the school again?

A. 3 km towards North

B. 7 km towards East

C. 6 km towards South

D. 5 km towards North

Answer Option: D

It's clear from the diagram that the School is 5 km far in the north direction.
Q2. A man walks 15 meters south. Then turning to his right he walks 15 meters. Then
turning to his left, he walks 10 meters. Again turns to his left and walks 15
meters. How far is he from his initial position?

A. 10 m

B. 25 m

C. 15 m

D. 60 m

Answer Option: B

So, the total distance from the initial position = 15 m + 10 m = 25 m

Hence, option B is correct.

Q3. One day, Nitish left home and cycled 10 km southwards. Turned right and cycled
5 km and turned right and cycled 10 km and turned left cycled 10 km. How many
kilometers will she have to cycle to reach her home straight?

A. 10 km

B. 15 km

C. 20 km

D. 25 km

Answer Option: B

She have to cycle to reach her home straight = 10 km + 5 km = 15 km

Hence, option B is correct.

Q4. A located to the West of B. C is located at North in between A and B. D is

exactly to the South of B and also in line with B. In which direction of C is D
located?

A. South

B. South-East

C. West

D. South-West
Answer Option: B

It’s clear from the diagram that D is S-E of C.

Hence, option B is correct.

Q5. Point G is 30m to the east of point B, which is 20m to the north of point A.
Point F is 16m to the west of point E. Point H is 12m to the south of point F.
Point E is 10m to the south of point G. Point C is 13m to the east of point F.

If point X is exactly between B and A then F is how far and in which direction from
point X?

A. 15m, West

B. 14m, East

C. 12m, West

D. 13m, East

Answer Option: B

If point X is exactly between B and A then F is 14m to the east of point X.

Hence option B is correct.

Q6. Point A is 10m to the south of Point B, which is 8m to the west of Point C.
Point D is 14m to the north of Point C. Point E is 4m to the east of Point F, which
is 5m to the south of Point D. Point E is 8m to the west of Point G. Point H is 19m
to the south of Point G. Point H is 12m to the east of Point I.

Find the shortest distance between Points D and G?

A. 10 m

B. 13 m

C. 12 m

D. 20 m

Answer Option: B

Final Image:

The shortest distance between D and G is 13m (By using Pythagoras theorem).
 Hence option B is correct.

Q7. Vijay, who is facing exactly in a south-east direction, turns 45 degrees in

anti clock-wise direction, then 135 degrees clockwise direction, and then 90
degrees in anti-clockwise direction. In which direction Vijay is facing now?

A. North-West

B. East

C. South-East

D. West

Answer Option: C

The following common explanation, we get "South-East".

Total angular movement in anti-clockwise direction = 45 + 90 = 135 degrees and,

Total angular movement in clockwise direction = 135 degree

Resultant angular movement = 135 -135 = 0 degree

Therefore, the resultant movement will be the same as the original direction.

Hence, option C is correct.

Q8. Point L is 2m towards the north of point C. Point N is 7m towards the east of
point L. Point O is 8m towards the south of point N. Point T is 12m towards the
west of point O. What is the direction of point C with respect to point T?

A. North-east

B. South-west

C. North

D. South-east

Answer Option: A

Using the information given in the question, we can draw the following figure:

After observing the above figure, we can say that point C is in the northeast
direction with respect to point T.

Hence, the correct answer is option A.

A 'Code' is a system of conveying a message through signals. It is a method of
sending a message between the sender and the receiver in such a way that only the
sender and the receiver can know its meaning. However 'Coding' is done according to
a certain pattern in the mind of the sender. Therefore, its meaning can be
deciphered by a third person only if he carefully studies this pattern. This
process is called 'Decoding'. This capability is important in many fields of
application

By using this concept, we can easily remember the position of different alphabets
and accordingly find out any letter without much effort. All we have to do is
remember the place of these five letters which are mentioned below:

E → 5

J → 10

O → 15

T → 20

Y → 25

Each letter in the term EJOTY represents the position which is multiple of 5.

Say for example if we are asked to find out the 26th letter from the left-hand
side of the alphabet series, then since we already know the 25th letter is Y, hence
instantly we can make out that the 26th letter will be Z.

Hence the EJOTY concept helps in memorizing and finding the position of any letter
in the alphabetical series.

a) Observe alphabets or numbers given in the code keenly.

b) Find the sequence it follows whether it is ascending or descending.

c) Detect the rule in which the alphabets/numbers/words follow.

d) Fill the appropriate letter/number/word in the blank given.

Example: In a certain code language, ‘PICTURE’ is written as ‘QHDSVQF’. How would

‘BROWSER’ be written in that same code language?

a) CQVVTDS b) CQPVTDS c)
CQPUTDS

d) CQVPPDS e) None of the above

Solution (b) Clearly, the letters in the word ‘PICTURE’ are moved alternately one
step forward and one step backwards to obtain the letters of the code. Thus, we
have

In a direct letter coding system, the code letters occur in the same sequence as
the corresponding letters occur in the words. This is basically a substitution
method.

Example: In a certain code language, ‘STARK’ is written as ‘LBFMG’ and ‘MOBILE’ is

written as ‘TNRSPJ’. How will ‘LAME’ be written in that same code language?

a) SFRJ b) PFTJ
c) JFTP

d) SFGJ e) None of these

Solution b) Using a direct letter coding method,

S → L and M → T

T → B O → N

A → F B → R

R → M I → S

K → G L → P

E → J

Similarly,

L → P

A → F

M →T

E → J

In these types of questions, either numerical code values are assigned to a word or
alphabetical code letters are assigned to the numbers.

Example: If ‘WORK’ is coded as ‘4-12-9-16’, then how will you code ‘WOMEN’?

a) 4-12-14-22-13 b) 4-26-14-13-12 c) 23-

12-26-14-13

d) 23-15-13-1-14 e) None of the above

Solution a) we have,

W→ 4 (27-23) Hence, W → 4

O →12 (27-15) O →12

R → 9 (27-18) M →14

K →16 (27-11) E → 22

N →13

Here, each letter is coded by the numerical value obtained by subtracting its
‘position value’ in the English alphabetical order, from 27, e. g. W, O, M, E, N
are 23rd, 15th, 13th, 5th and 14th letters. So, their codes are (27–23), (27–15),
(27–13), (27–5), (27–14), i.e., 4, 12, 14, 22, 13, respectively.

To analyze such codes, any two messages bearing a common word/numeral are picked
up.

The common code word/numeral will represent that word/code. Proceeding similarly by
picking up all possible combinations of two, the entire message can be decoded and
the codes for individual word/numeral be found.

Example: In a certain code language, ‘tit rit sit’ means ‘I am boy’, ‘tit nit sit’
means ‘I am girl’, which of the following means ‘girl’?

a) tit b) rit
c) sit

d) nit

Solution d) we have,

tit rit sit →I am boy

tit nit sit →I am girl

Here, ‘it sit’ is common in both the messages and ‘I am’ is common in both codes.
Hence, code for girl will be ‘nit’.

In this section, some particular words are assigned certain substituted names. Now,
questions are formed based on that principle.

Example: If ‘white’ is called ‘blue’, ‘blue’ is called ‘red’, ‘red’ is called

‘yellow’, ‘yellow’ is called ‘green’, ‘green’ is called ‘black’, ‘black’ is called
‘violet’ and ‘violet’ is called ‘orange’, then what would be the colour of
dangerous signal?

a) Red b) Green
c) Yellow

d) Violet e) Orange

Solution c) We know the colour of the dangerous signal is ‘red’ and given that
‘red’ is called ‘yellow’. So, the colour of dangerous signal is ‘yellow’.

Example: If ‘Parrot’ is known as ‘Peacock’, ‘Peacock’ is known as ‘Swallow’,

‘Swallow’ is known as ‘Pigeon’ and ‘Pigeon’ is known as ‘Sparrow’, then what would
be the name of Indian National Bird?

a) Parrot b) Swallow
c) Peacock

d) Pigeon e) Sparrow
Solution b) We know Peacock is the Indian National Bird. But here Peacock is known
as Swallow. So the answer is Swallow.

Another possible name given to the puzzle form of coding is the matrix coding. This
nomenclature follows from the fact that the coding-decoding puzzles are often in
the form of matrices. Let us see some examples to understand what questions may
appear from this section.

Solved Examples of Coding-Decoding Puzzles

Directions: In each of the following questions, a word is represented by only one

set of numbers as given in any one of the alternatives. The sets of numbers given
in the alternatives are represented by two classes of alphabets as in the two given
matrices. The columns and rows of the matrix I are numbered from 0 to 4 and that of
Matrix II from 5 to 9. A letter from these matrices can be represented first by its
row and next by column number in the matrices for question 1, A can be represented
by 13, 23 etc. T can be represented by 58, 65 etc. Similarly, you have to identify
the set for the word given in each question.

Example: What will be the code for the word “TOLD”?

a) 44, 96, 95, 22

b) 31, 99, 77, 22

c) 30, 66, 86, 43

d) 65, 85, 79, 24

Solution d) We can check the codes given to us in the options. So by checking 65,
85, 79, 24 will give us the word FOLD which we have to find in the question.

1. In a certain code, COMPUTER is written as RFUVQNPC. How is MEDITATE written in

the same code?

a) MFEDJJOE

b) EOJDEJFM

c) MFEJDJOE

d) EUBUJEFM

Ans: Option d

The first and last letters of the word are interchanged and position of all other
letters (except from first and last letter) is increased by one according to
position in English alphabet.

2. In a code language, A is written as B, B is written as C, C is written as D and

so on, then how will SMALL be written in that code language?
a) TLBMM

b) SHBMM

c) TNBMM

d) SNBRU

Ans: Option c

The letters are coded by moving them 1 step forward according to position of
letters in English alphabet.

3. In a certain code, RIPPLE is written as 613382 and LIFE is written as 8192. How
is FILLER written in that code?

a) 918826

b) 776655

c) 786543

d) 156724

Ans: Option a

Word: R I P P L E L I F E F I L L E R

Code: 6 1 3 3 8 2 8 1 9 2 9 1 8 8
2 6

4. In a certain code, FLOWER is coded as 36 and SUNFLOWER is coded as 81, then how
to code FOLLOWER?

a) 64

b) 49

c) 81

d) 36

Ans: Option a

The word FLOWER has 6 letters. Square of 6 is 36

The word SUNFLOWER has 9 letters. Square of 9 is 81

Like FOLLOWER has 8 letters. So the square of 8 is 64.

5. In a certain code,' il be pit' means 'roses are black',' sik hee' means 'red
flowers' and 'pit mit hee' means 'flowers are vegetables', How is 'red' written in
that code?

a) hee

b) sik

c) be

d) Cannot be determined

Ans: Option b

Code Sentence

"il be pit" means "roses are black"

"Sik hee" means "red flowers"

"Pit mit hee" means "flowers are vegetables"

In II and III code ‘hee’ stands for ‘flowers’. So ‘sik’ stands for ‘red’

6. In a certain code language: ‘dugi hua mul zo’ stans for ‘work is very hard’ ‘hua
dugi ba ki’ for ‘Bingo is very smart’; ‘nano mul dugi’ for ‘cake is hard’; and ‘mul
ki gu’ for ‘smart and hard’ Which of the following word stand for Bingo?

a) Jalu

b) Dugi

c) Ki

d) Ba

Ans: Option d

Code Sentence

"dugi hua mul zo" means "work is very hard"

"hua dugi ba ki" means "bingo is very smart"

"nano mul dugi" means "cake is hard"

"mul ki gu" means "smart and hard"

From the second code and its sentence, neither ‘ba’ is repeated nor is ‘Bingo.

7. If rain is called water, water is called air, air is called cloud, cloud is
called sky, sky is called sea, sea is called road, where do the aero planes fly?

a) Water

b) Road
c) Sea

d) Cloud

Ans: Option c

Aero planes fly in sky and as per given codes sky is sea

8. If Orange is called Lemon, Lemon is called Flower, Flower is called Fish, Fish
is called Tail and Tail is called Pen, what is Lily?

a) Pen

b) Lemon

c) Flower

d) Fish

Ans: Option d

Lily is a flower and as per given codes flower is fish.

9. In a certain code language, $#* means ‘Shirt is clean’, @ D# means ‘Clean and
neat’ and @? means ‘neat boy’, then what is the code for ‘and’ in that language?

a) #

b) D

c) @

d) Data inadequate

Ans: Option b

Code sentence

$#* means ‘Shirt is clean’,

@ D# means ‘Clean and neat’

@ ? means ‘neat boy’

Here # stands for clean and @ stands for neat. D stands for ‘and’.

10. If A stands for +, B stands for -, C stands for *, what is the value of (10C4)
A (4C4) B8?

a) 60

b) 48
c) 56

d) 46

Ans: Option b

(10C4) A (4C4) B8 = (10 * 4) + (4*4) –8 = 48

Description and learning Outcomes- Unit_2

This unit have topics like Percentage, Problem on Ages, Ratio & Proportion and Data
Interpretation, by these topics students will learn to solve complex and advanced
problems of Quantitative Aptitude and Reasoning, this will increase their mental
ability and their power to think for various possibilities. The course’s content
will help students to develop Calculation ability & conceptual understanding in
making connections between concepts and applying previously learned material to new
contexts.

The course will help to prepare students for success in future courses/jobs, gain
skills for the workplace, and participate as productive citizens in our society.

Percent means "out of one hundred" or "per 100" and is one way of expressing a
part-to-whole relationship. "Part-to-whole" is just the math expression for how
many parts or portions you have out of a whole thing. For example, two glasses of
juice out of the eight-glasses would be 2/8, which also equals 25/100, or 25%.

Using a percentage allows us to express this part-to-whole relationship as a whole

number instead of as a fraction or decimal; for example “25% of the crowd” means we
are talking about 25 out of every 100 people in the crowd. In decimal form, this
number would be 0.25 and in fraction form, it would be 25/100. All three forms tell
us the same piece of information.

Source: [Link]
1/3/5/4/135405514/percentage-2_orig.jpg

Q1. A Ring Contains 63 gm of Gold and the total weight of the ring is 70 gm. Find
the percentage of Gold in the ring?

So, By the Formula [Value/Total Value] *100

[63/70] *100

[9/10] *100 = 90%.

Source: [Link]
1/3/5/4/135405514/percentage-4_orig.jpg

Just remember in Fraction Conversion we leave the fraction as it is without

Converting Into Decimal. While in Decimal Conversion we first convert into fraction
then Write the Decimal Value of that fraction.

Very easy you just have to dive by 100 nothing else.

For example 30% = 30/100 = 0.3

21% = 21/100 = 0.21

99% = 99/100 = 0.99

60% = 60/100 or 3/5 = 0.6

Remember the following conversion to increase your calculation speed.

Source: [Link]
1/3/5/4/135405514/percentage-5_orig.jpg

Q2. Find the no. of male Students i.e. boys, If there are 47% male students in the
school and the Total no. of students in the school is 1000.

So in the above Question Boys are 47% [Convert this into Decimal and you will get
0.47] of 1000

So just multiply it by 0.47

So the no. of Boys will be 0.47*1000 = 470.

Q3 A student scored 85% marks. Total marks are 400. How many marks did he score?

So a student got 85% marks out of 400

So again 85% [Convert 85% in decimal i.e 0.85] of 400 [something]

So the answer will be 0.85*400 = 340

So 340 is our answer.

Q4. 30% of a number is 150. What is the number?

So we say that the Original Number is x

So as mentioned in the question 30% of x = 150

0.3x = 150

x = 150/0.3

x = 500

or

30% is representing 150.

1% will represent 5.

100% will represent 500.

Q5. There are 200 girls in the class and girls and girls make up 25% of the class.
Find the total no. of students in the class.

so assume that no. of students is x

So

25% of Total Students in the class are Girls and the Total Girls in the class is
200

25% of x = 200

0.25*x = 200x = 200/0.25

x = 800

So total no. of students in the class = 800.

or

25% is representing 200

So, 100% will represent 800.

[(Change in Quantity/ Original Quantity) *100]

Also [change in quantity = Final Quantity – Initial Quantity]

Q6 The height of Nikhil sometimes ago was 160cm. Now his height is 200cm. Find the
% change in his height?

So, we can say that all we have to calculate is the % change in the height of
Nikhil with respect to his earlier Height.

So now let’s apply the formula here [(Change in quantity/ Original Quantity) * 100]

Which will be [(200-160)/160} * 100]

[{40/160}*100]

[(1/4)*100]

25%

So, the % change in height = 25%.

Q7. The salary of Raman is 80,000 and the Salary of Ved is 1,00,000.

The questions are

i) What percent is the salary of Ved to that of Raman?

So ved’s salary in respect to Raman’s salary will be [ (1,00,00/80,000)*100] = 125%

So VED’s Salary is 125% of Raman’s Salary.

ii) What percent is the salary of Raman to that of Ved.

So, let’s just apply the formula [ Value/ In whose respect it is asked) * 100]

(80,000/1,00,000)*100 = 80%

So Raman’s salary is 80% of VED’s Salary.

Product constancy means the consistency of the product even though there is an
increase or decrease in its price. In product constancy, you have to reduce
consumption when there is an increase in price so that your budget remains the
same.

For example:

A × B = P

If A is increased by a certain percentage, then B is required to be decreased by a

certain percentage to keep the product P stable.

Percentage Increase/Decrease:

If the price of a commodity increases by R%, then the reduction in consumption so

as not to increase the expenditure is:

[R/ (100 + R)] x 100%

If the price of a commodity decreases by R%, then the increase in consumption so as

not to decrease the expenditure is:

[R/ (100 - R)] x 100%

i – Speed*Time = Distance

ii- efficiency*time = work

ii- Length*breadth= area

iv- Average*No. of elements = Total value

v – rate*quantity = Expenditure
Q8. The price of sugar is increased by 25% then by how much percent should a
customer reduce the consumption (i.e quantity used) of sugar so that he has not
increased his expense on Sugar.

Solution:

The price of sugar is increased by 25% So by how much % we should reduce the
quantity to maintain the same expenditure

[(p)/(100+p)*100] = (25/125)*100 = 20%

Q9. If the price of sugar is reduced by 20% by how much should the family increase
its consumption So the expenditure remains the same?

Solution:

% decrease = 20%

The price of sugar is decreased by 20%. So, by how much % we should increase the
quantity to maintain the same expenditure

So, Increase required = (20/80)*100 = 25%

Q10. The length of the rectangle is increased by 25% By what % the breadth be
reduced so that area remains constant?

Solution:

Increase= 25%

it becomes 125%

% to be reduced = (25/125)*100 = 20%

If a value P is increase by x %

then we have to decrease the resultant value by

[{x/(x+100)} *100]% to get back the original value.

Q11. Rocky’s Salary is 1000rs and it Increased by 10%. How much % His salary must
be Decreased So that he Gets His original Salary.

Apply the above Formula [{x/(x+100)}*100 = [ {10/(100+10)}*100] = 100/11 or

9.09090%

In the case of Decrease.

The formula will be [ {x/(100-x)}*100]%

Rocky Salary is 1000 and it is decreased by 10%. By how much % his salary must be
increased so that he gets His Original Salary.

Apply the formula here [{10/(100-10)}*100]% = 100/9 % or 11.11%

The formula for Percentage of Population

If the current population is P and it increases at a rate of R% per annum, Then:

Population after n years = P*(1 + R/100)n

Population n years ago =P/(1 + R/100)n

Formula for Depreciation

Let the present value of a machine be P. Suppose it depreciates at the rate of R%

per annum. Then:

Value of the machine after n years = P*(1 - R/100)n

Value of the machine n years ago = P/[(1 - R/100)]n

Q12. The present population of a town is 28000. If it increases at the rate of 5%

per annum, what will be its population after 2 years?

Solution:

Given details are,

Present population of town is = 28000

Rate of increase in population is = 5% per annum

Number of years = 2

By using the formula,

Population of town after 2 years = P (1 + R/100)n

Population of town after 2 years = 28000 (1 + 5/100)2

= 28000 (1.05)2

= 30870

∴ Population of town after 2 years will be 30870

Q13. The value of the laptop depreciates at a rate of 30 % per annum. The present
value of the laptop is Rs. 40000. What will be the worth of the laptop two years
from now?
Solution:

Here the initial value is given as Rs. 40000, the rate of interest is 30 % per
annum, and the time period is 2 years. So, the final value,

Value of the laptop after 2 years = 40000 x (1 – 30/100)²

= 40000 x (0.70)²

= 19600.

Please note that there is a very Big Difference between by and to.

Eg. The income is reduced by 40% it means the New Income 60% of the original value.

And If income is 40% it means the new Income is 40% of the Original Value.

Q14. Salary of Sumit is first increased by 20% and Then again, it’s increased by
20%.

What is the Total Percentage Increase in His Salary?

Now Suppose that The Salary of Sumit was 1000 Rs. it gets Increased by 20%

so it will become 1200rs.

Now When it is Again Increased by 30%

Then we are Calculating that 30% increase on Rs 1200

So increased salary will be 1200 + 360 = 1560.

1st Simple Multiplication.

When Something is increased by 20% It means It’s Value Is increased by 20 % or Its

Total value is 120% of the original value

Like 100 is increased by 20% That means its final value will be 100 + 20% of 100 =
100 + 20 = 120.

So if Sumit Salary is Increased By 20% that the Value will be 100*1.2.

And If it’s Again increased by 30% then the value will be 100*1.2*1.3 = 100*1.56 =
156.

Total increase = 56.

Percentage Increase = 56%

2nd Method Formula Approach.

Well the formula is [x + y + (xy)/100]% [Note this formula works only when there
are 2 increases]
Now 20 + 30 + (20*30)/100 = 50 + 600/100 = 50 + 6 = 56%

Q15. Sumit’s Salary is 1000rs Suppose the salary was first Increased by 30% and
Then decreased by 20%. What will be the final Increase or Decrease in His Salary?

30% increase means 1000*1.3

And then 20% Decrease mean 0.8 times

So total decease = 1000*1.3*0.8 = 1040.

Final Increase = Rs 40

% Increase will be 4%.

With Formula.

x + y + (xy)/1000

The same formula can be used here but remember Increase means +ve Sign and decrease
means -ve sign,

So apply here now 30 – 20 + (30)(-20)/100 = 10 – 600/100 = 10 – 6 = 4%.

Q16. In an election between two candidates, one got 55% of the total valid votes,
20% of the votes were invalid. If the total number of votes was 7500, the number of
valid votes that the other candidate got, was:

Solution:

Total number of votes = 7500

Given that 20% of Percentage votes were invalid

=> Valid votes = 80%

Total valid votes = 7500*(80/100)

1st candidate got 55% of the total valid votes.

Hence the 2nd candidate should have got 45% of the total valid votes

=> Valid votes that 2nd candidate got = total valid votes x (45/100)

7500*(80/100) *(45/100) = 2700

Q17. A student multiplied a number by 3/5 instead of 5/3, What is the percentage
error in the calculation?

Solution:
Let the number be x.

Then, ideally, he should have multiplied by x by 5/3. Hence Correct result as x *

(5/3)= 5x/3.

By mistake, he multiplied x by 3/5. Hence the result with error = 3x/5

Then, error = (5x/3 - 3x/5) = 16x/15

Error % = (error/True value) * 100 = [(16/15) * x/(5/3) * x] * 100 = 64 %

Q18. A man spends 35% of his income on food, 25% on children's education, and 80%
of the remaining on house rent. What percent of his income he is left with?

Solution:

Let the total income be x.

Then, income left = (100 - 80) % of [100 - (35 + 25)] % of x = 20% of 40% of x =
[(20/100) * (40/100) * 100] % of x = 8 % of x.
Problem on Ages- Concept and Basics

The problems based on age asked in the quantitative aptitude section are kind of
brain teasers which when read at first may seem to be complex but when solved step
by step are easy to answer.

As the name suggests, the questions are word problems based on the ages of the
people. They may be asked in equation form or direct form.

Important Formulas

Given below are a few formulas related to the Problems on ages which may help to
answer the questions quicker and also get a better idea of the concept:

· If you are assuming the current age to be x, then the age after n years will
be (x+n) years

· If you are assuming the current age to be x, then the age before n years
will be (x-n) years

· If the age is given in the form of a ratio, for example, p:q, then the age
shall be considered as qx and px

· If you are assuming the current age to be x, then n times the current age
will be (x×n) years

· If you are assuming the current age to be x, then 1/n of the age shall be
equal to (x/n) years

Categories of Problem on Ages

Now, Problem on ages can be categorized into three types, i.e. Questions based on
calculating the present age, Questions to determine the age of a person after k
years, and questions that calculate age of a person before k years. These three
types may cover cases of various types with different combinations of ratios,
fractions etc.

Source: [Link]
1/3/5/5/135562042/ag2_orig.png

Given below are tables that contain various cases of the 3-different type of
problems of ages

Tips and Tricks

Candidates who are not much familiar with the concept and tend to either skip the
age problems or answer them incorrectly can refer to the tips given below. These
tips may help you answer the question following a set pattern and then finding the
answer.

1. The most important thing is to read the question carefully and gradually
form the equation which shall help you answer the question

2. Basic things like addition, subtraction, multiplication and division will

help a candidate reach the answer and no complicated calculations are required to
answer such questions

3. Arrange the values given by placing them correctly in an equation by giving

variables to the unknown values

4. Once the equation has been formed, solve the equation to find the answer

5. The final step is to recheck the answer obtained by placing it in the

equation formed to ensure that no error has been made while calculating

SOLVED EXAMPLES

Q1). The ratio of Asha and Sushma are in ratio 3:4 after 8 year the ratio of their
ages will be 7:8. What is difference in years between their ages?

Solution:

8 years × (difference 8-7) / [(7×4) – (8×3)]

= (8 × 1) / [28-24 ]

Difference =8/4 = 2

Q2). 10 years ago ratio of ages of A and B was 3 : 1 and after 10 years the ratio
of their ages become 2 : 1. Find the sum of present ages?

Solution:

Given total years 10 and 10 so we take 20 years

(20×1) / 1 = 20

10 years ago A: B will be 3×20 : 1 × 20

Present age 60+10 : 20+10

Sum = 100 years

Q3). 5 years ago ratio of age A and B are 5 : 8 and after 5 years it will become
5 : 9 find present age?

Solution:

(10*4)/5 = 8 years

5 years ago A: B will be 40: 64

Present age 45: 69

Q4). Ratio between the ages of Mother (M) and her Daughter (D) 4 years ago was 19 :
5. If difference between ages of mother and daughter is 28 years what will be the
ratio of their present age?

Solution:

Difference = 14---------------- 28 years

1-----------------2

4 years ago 19 x 2 : 5 x 2

Present age 42 : 14

Q5). 3 years ago A was 4 times as old as B. After 18 years A age will exceed B’s
age by 12 years. The ratio of present ages of A and B is?

Solution:

Difference 3---------------12 years

1---------------4 years
3 years ago 4 x 4: 1 x 4

present 19: 7

Q6). Divya got married 6 years ago. Today her age is 1 ¼ times her age at the time
of marriage. His son age is 1/10 times her age. Age of her son is.

Solution:

Difference of 1 ------ 6 years

T : M

5 x 6 : 4 x 6

Son’s age 30/ 10 = 3 years

(T) – Today Present Age Ratio

(M) – At the time of Marriage Age ratio

Q7). Five years ago the sum of the ages of Father and Son was 60 years. The ratio
of present ages is 4 : 1. What is the present age of father?

Solution:

Present age of F + S = 60 + 10 = 70

F : S

4 : 1 ( present age)

5 –> 70

1 –> 14

Present age of F = 14 × 4 = 56 years

Q8). Sum of ages of father and son is 46 years. Seven years ago the product of
their ages was 4 times the father age at that time. Find present age of father and
son?

Solution:

(F-7) ×(S-7) = 4 × (F –7)

S – 7=4

S = 11 years (present)

F = 35 years (present)

Q9). Ratio of Arjun and Bhuvan age is 3 : 5. Ratio of Bhuvan and Cibi is 2 : 3. If
Arjun is two fifth of Cibi what is Arjun’s age?

No one’s age is given it can’t be determined

Q10). The Average of 8 men is increased by 2 years when two of them whose ages are
21 and 23 are replaced by two new men. The average of two new men is?

Solution:

Thus in numerator there must be changed of 16 to change average age by 2

Increase 2 years = 8 × 2 = 16

Two men = 21 + 23 = 44

= 16 +44 = 60

Average 60/2 = 30 years

Q11). The average age of family of 10 members is 20 years. If the age of youngest
member of the family is 10 years then the average of the member of family just
before the birth of youngest member was approximately?

Solution:

Here number is not constant and notion of time too

Thus total age = 20 × 10 = 200

10 years ago = 200 (10 ×10)

= 200-100 = 100

Average = 100/9
RATIO

When two numbers are represented in the form of another; this is done by expressing
one number as a fraction of another.

Thus, we have a:b; where a is the antecedent, and b is the consequent (a little
general knowledge doesn't hurt even in math!)

Thus when we write 4:16,

it can be re-written as 2:8 and further simplifying it can be said to be 1:4.

Which means, the number ‘4’ is 4 times to get the figure 16?

And all of you know, that 1:4 can also be written as ¼.

RATIOS TO PERCENTAGES

This 1/4 ratio can be denoted as a percentage too! It’s 25% How?

Well, 1/4 x 100 = 25% [1/4th is also known as one quarter, that is one part out of
4 parts.]

2/4 = 1/2 =50%

3/4 = 75%

and, 4/4 = 100%

RATIOS TO DEGREES

Supposing, we have A: B: C: D, being four farmers, who have contributed Rs. 25,000,

Rs. 75,000, Rs. 65,000 and Rs. 35,000 respectively.

Using all their contributions, they have purchased land, which surprisingly is
circular

They decided that they would all receive a part of the circular land based on
their contribution; how will they divide the circular land? So one of them who had
completed his class 12, suggested they divide the land on a pie chart model!

Total contribution = Rs. 2, 00,000 (25000+75000+65000+35000)

Ratio of contribution = 25000:75000:65000:35000

= [Link] (always cancel off the 000s first!)

= [Link] (this is our last stage, where no more common factors are possible,
where a total of the ratios is 40)

Source: [Link]
1/3/5/5/135562042/rr2_orig.png

We know, if we need A’s share, then A’s ratio = 5/40,

B’s = 15/40,

C’s = 13/40 and D’s = 7/40.

Total area = 360°, then A’s share of the total area/ share of 360° = 360 x 5/40 =
45°

B’s share = 360 x 15/40 = 135°

C’s share = 360 x 13/40 = 117° and D’s = 360x7/40 = 63°

COMPARING TWO RATIOS OR FRACTIONS

If you are given two fractions, say 5/3 and 7/8, and we need to find out which
fraction is greater than the other what do we do?

We can either calculate their percentages, 5/3x100 = 167% and 7/8x100 = 88% (approx
values)

So we know, that 5/3 is the greater fraction!

Another method can be to compare the two fractions. And to compare we have to make
their denominators equal.

To make their denominators equal, for the first fraction, we multiply 8 to both the
numerator and denominator. Therefore the first fraction = 40/24.

The second fraction, by multiplying 3 to make the second fraction = 21/24.

40 is greater than 21!

Hence, 40/24 or 5/3 is greater than 21/24 or 7/8!

PROPORTIONS

Source: [Link]
1/3/5/5/135562042/rr3_orig.png

Proportions are where two ratios are compared and equated.

Where a:b is a ratio and c:d is another ratio, and if they are equal,

then, they can be re-written as [Link] c:d. { the ‘::’ sign means ‘equal to’}

Therefore, a:b = c:d

[Link] 7:14, try out the simplifications!

‘a’ and’ are called extremes as they are in the extreme ends! And ‘b’ and ‘c’ are
called means as they are in the middle!

PROPERTIES OF PROPORTIONS

(i) a:b = c:d

can be written as a/b = c/d

which implies, a*d = b*c, or, ad = bc

this property helps in solving many questions

(ii) if a:b = b:c, which means this proportions between three numbers is in the
form of

‘Continued proportions’, as all three numbers are having a connection.

So, a/b=b/c or,

ac=b.b or,

ac=b2

Q1. Anmol had 10 paise, 25 paise, and 50 paise coins in the ratio of 10: 8: 9
respectively. After giving Rs. 20 his mother he has Rs. 40. How many 50 paise coins
did he have?

Solution:

Total money = 20 + 40 = 60

In this question, the total money is given so we need to multiply the value of the
coins in the ratio.

10 × 0.10 x + 8 × 0.25x + 9 × 0.50x = 60

x + 2x + 4.5x = 60

7.5 x = 60
x = 8

Number of 50 paise coins = 9 × 8 = 72

Q2. Three numbers A, B, and C are in the ratio of 12: 15: 25. If the sum of these
numbers is 312, the ratio between the difference of B and A and the difference
between C and B is –

Solution:

Let the number A, B, and C be 12a, 15a, and 25a respectively

Then from the question 12a + 15a + 25a = 312

⇒ a = 312/52 = 6

⇒ required ratio =

= 3/10 = 3 : 10

Q3. The ratio of Nicotine to Heroine in four types of drugs of equal quantity is
2 : 3, 3: 7, 4: 11, and 11:9 respectively. The four drugs are mixed. What is the
ratio of Nicotine to Heroine after mixing?

Solution:

Let the quantity of each drug be ‘a’

Then the quantity of nicotine after mixing is

⇒ the required ratio of nicotine to heroine after mixing

Q4. Out of three positive numbers, the ratio of the first and the second numbers is
3: 4 that of the second and the third numbers are 5: 6 if the product of the second
and the third numbers is 4320. What is the sum of the three numbers?

Solution:

The ratio of 1st and 2nd numbers = 3: 4

The ratio of 2nd and 3rd numbers = 5: 6

Let the 2nd number = 5x, third number = 6x

Product of 2nd and 3rd numbers = 4320

5x × 6x = 4320

x2 = 144

x = 12

2nd number = 60, 3rd number = 72,

1st number = 60 × 3/4 = 45

Sum of three numbers = 60 + 72 + 45 = 177

Q5. The cost price of 2 shirts and 3 jeans is Rs. 2200 and the cost price of 2
jeans and 4 shirts is Rs. 2400. Find the ratio between the cost price of the jeans
and the shirt.

Solution:

Let the cost price of one shirt = x Rs., the cost price of one jeans = y Rs.

According to the question,

2x + 3y = 2200 ....1

2y + 4x = 2400

2x + y = 1200 ....2

After solving these 2 equation,

x = 350 Rs. y = 500 Rs.

Ratio = 500: 350 = 10: 7

Q6. In the income statement of Asha and Ravenna, the ratio of their income in the
year 2017 was 5: 4. The ratio of Asha’s income in the year 2018 to that in 2017 is
3: 5 and the ratio of Ravenna’s income in the year 2018 to that in 2017 is 3: 2. If
Rs. 10242 is the sum of the income of Asha and Ravenna in the year 2018, then find
the income of Ravenna in the year 2017?

Solution:

Let the income of Asha in 2018 and 2017 be 3x and 5x respectively.

Let the income of Ravenna in 2018 and 2017 be 3y and 2y respectively

Since the ratio of their income in the year 2017 was 5: 4

5x : 2y = 5 : 4

2x = y

The sum of their incomes in 2018 is Rs. 10242

3x + 3y = 10, 242

9x = 10, 242

x = 1,138 and y = 2276

Ravenna’s income for the year 2017 = 2y = Rs. 4552

Q7. The average score in an examination taken by 52 students of a class is 85. If

the scores of the best 5 performers are not considered, the average score of the
remaining students falls by 2. If none of the first five highest scorers is not
below 80 and if each of the 5 top scorers had distinct integral scores, find the
maximum possible score of the topper.

Solution:

Let the score of the topper be T.

Total score of the 52 students = 52 × 85 = 4420

Total score of the remaining 47 students after scores of the best five performers
are removed = 47 × 83 = 3901

Total score of the top five students = 4420 – 3901 = 519

T + (total score of the next 4 top scores) = 519

T is the maximum when the total score of the next 4 top scorers is minimum.

Total score of the next 4 top scorers has a minimum value of 80 + 81 + 82 + 83 =

326 (since all the top 5 scores are distinct) and the least is 80.

T has a maximum value of 519 – 326 = 193

Q8. A bag contains a certain number of coins of different denominations. The ratio
of the number of Rs. 1 coins to Rs. 2 coins is 5: 7, respectively, and the ratio of
the number of Rs. 2 coins to Rs. 5 coins is 7: 6 respectively. Find the total value
of the Rs. 5 coins, if the total value of the Rs. 1 coins in the bag is Rs. 15.

Solution:

The ratio of the number of coins of denominations Rs. 1: Rs. 2: Rs. 5 = 5: 7: 6

Let, the number of coins of Rs. 1, Rs. 2 and Rs. 5 in the bag be 5x, 7x and 6x.

Since the total value of Rs. 1 coin in the bag is Rs. 15

So, the number of coins of Rs. 1 in a bag = 15

5x = 15, ⇒ x = 3

Therefore, number of Rs. 5 coins in the bag = 6x = 18

So, required value of Rs. 5 coins = 6 × 3 × 5 = Rs.90

Q9. The ratio of the number of men and women in a factory of 720 workers is 7: 5.
How many more women should be joined to make the ratio 1: 1?

Solution:

Number of men = ( 720 × 7/12 ) = 420.

Number of women = (720 - 420) = 300.

∴ Number of women to be joined = (420 - 300) = 120.

Q10. Two numbers A and B are such that the sum of 5% of A and 4% of B is two-third
of the sum of 6% of A and 8% of B. Find the ratio of A: B is

Solution:
From the equation, we get

5% of A + 4% of B = 2/3 (6% of A + 8% of B)

⇒ 15% of A + 12% of B = 12% of A + 16% of B

⇒ [15 – 12] % of A = [16 – 12] % of B

⇒ 3 % of A = 4% of B

⇒ A/B = 4/3

Therefore, A: B = 4: 3.

Q11. In a certain school, the ratio of boys to girls is 7: 5. If there are 2400
students in the school, then how many girls are there?

Solution:

Let the number of boys and girls are 7x and 5x, respectively.

Given, the total number of students = 2400

⇒ 7x + 5x = 2400 ⇒ 12x = 2400

∴ x = 200

∴ Required number of girls = 5x = 5 × 200 = 1000.

Q12. Seats for Maths, English, and General Knowledge are in the ratio of 5: 7: 8
respectively. There is a proposal to increase these seats by 40%, 50%, and 75%
respectively. What will be the respective ratio of increased seats?

Solution:

Required ratio = 5 × 140/100 : 7 × 150/100 : 8 × 175/100

= 5 × 140: 7 × 150: 8 × 175 = 2: 3: 4

Q13. Shreya, Nikita, and Kamini share the profit in the ratio of 7: 8: 9. They have
partnered for 12 months, 9 months, and 6 months respectively. What was the ratio of
their investments?

Solution:

Let the investment of Shreya be ₹ x,

that of Nikita be ₹ y and that of Kamini be ₹ z respectively.

Then, 12x: 9y: 6z = 7: 8: 9

or, 12x/9y = 7/8

∴ 32x = 21y

∴ x=21 y/32

And 9y/6z = 8/9

∴ 27y = 16z

∴ z=27 y/16

So, x : y : z = 21 y/32 : y : 27 y/16 = 21 : 32 : 54

Q14. Salaries of Ravi and Sumit are in the ratio 2: 3. If the salary of each is
increased by Rs. 4000, the new ratio becomes 40: 57. What is Sumit's salary?

Solution:

Let the original salaries of Ravi and Sumit be Rs. 2x and Rs. 3x respectively.

Then, = (2X+4000)/(3X+4000) = 40/57

57(2x + 4000) = 40(3x + 4000)

6x = 68,000

3x = 34,000

Sumit's present salary = (3x + 4000) = Rs.(34000 + 4000) = Rs. 38,000.

Q15. The salaries A, B, C are in the ratio 2 : 3: 5. If the increments of 15%, 10%,
and 20% are allowed respectively in their salaries, then what will be the new ratio
of their salaries?

Solution:

Let A = 2k, B = 3k and C = 5k.

DATA INTERPRETATION

Source: [Link]
pid=1.7&rurl=https%3a%2f%[Link]%2fblog%2fwp-content%2fuploads
%2f2018%2f02%2fData-Website-
[Link]&ehk=R5KHvXhloUbZ3hcZAlGbWBB6zM72RZubk6Ck5OzkTBI%3d

Data Interpretation refers to the extraction of data from the source. It can be
obtained from multiple sources e.g. data from the running of industries, census
population data, etc. Data Interpretation or DI refers to the implementation of
procedures through which data is reviewed for the purpose of arriving at an
inference. Data can be provided in any format like Bars Graphs, tabular Charts,
line graphs and pie charts.

How to Interpret Data?

Data Interpretation requires students to make sense of numerical data that has been
collected, analyzed, and presented. Given below are some of the steps that you can
follow to interpret the data:

· Read the instructions carefully and all the variables given in the
question. Understand the relation between the different variables first.

· Read the questions carefully.

· Now, give the answer based on what you infer from the data.

· It is important that you know the basics of arithmetic.

Memorizing points before solving data interpretation

To solve the fractions quickly

Learn the value of fractions in percentages

Faster approximation
The only thing that you require to score well in data interpretation questions is
the calculation speed. Try to find tricks and shortcuts.

Example 1: How much 470 % of 21428?

Solution:

1% of 21428 = 214

2% of 21428 = 428

0.1% of 21428 = 21

The answer should be around 2.2%

Example 2: Find the approximate value of the following

32.019 × 16.969 + 26.032 – ? % of 1800 = 240

Solution:

32.019 × 16.969 + 26.032 – ? % of 1800 = 240

32 × 17 + 26 – ? % of 1800 ≈ 240

544 + 26 – (?/100) × 1800 ≈ 240

18 × ? ≈ 544 + 26 – 240

18 × ? = 330

? = 330/18 = 18.33

? ≈ 18

Types of data interpretation

Source: [Link]
financial_data_zoom_500_clr_13321.gif?ssl=1

Given below are the different types DI where we should comprehend data given and
find out the answers:

· Tabular

· Bar graph

· Line graph

· Pie chart

· Caselet

· DI mixed chart

Tabular
In tabular DI, data is arranged in the form of rows and columns. In tabular DI
questions, you are required to read data from table/s, analyze the same, and answer
the given questions on the basis of the same.

The boxes of the table consist of different types of information such as marks of a
student, income of a company, production of some firm, expenditure on different
items, and so on. Generally, the first row and column of the table denote the
titles.

Tabular DI is of two types, one where all the data is given and the other one is
where some data is missing and the student is supposed to find out those missing
values.

Example:
Directions for example 3 to 4: Read the table given below and answer the questions
accordingly.

Shares traded in Chandigarh, Punjab, Haryana (In Rupees)

Example 3: The average for the low rates of shares in Chandigarh for all the
companies was

1. Rs.175.75

2. Rs.202.9

3. Rs.169.9

4. Rs.178

Sol: Option (1)

The average for all the high involved with the Chandigarh region was
(396 + 140 + 22.75 + 177 + 143)/5 which gives 878.75/5 = 175.75.

Example 4: The total of the low value of shares in the Chandigarh region less the
total of the low value of shares in the region of Haryana by how much?

1. 19.5

2. 15.67

3. 15.57

4. None of these

Sol: Option(1)

The total value for the low value of shares in the Chandigarh region for the given
companies is 396 + 140 + 22.75 + 177 + 143 = 878.75 whereas the total for the low
values of shares in the Haryana region is 413.75+180+24.5+177.5+102.5=898.25. So it
less by 898.25 - 878.75 = 19.5.

Bar graph

Source: [Link]

A Bar Graph is an outline that uses vertical or horizontal bars to demonstrate a

comparison between various categories of information. There are two axis, one is
horizontal i.e X-axis & another one is vertical i.e Y-axis. The X-Axis represents
the categories being compared & Y-Axis describes the values of data for the
respective category. Bar graphs can be represented in the form of either horizontal
bars or vertical bars.

Different types of Bar Graph & How to Make a Bar Graph

· Horizontal Graphs

Bar Graphs are generally drawn with vertical bars which suggest that the taller the
bar, the bigger the value. Therefore, it is possible to make various horizontal bar
outlines which implies that if the Bar is longer then, the information is larger.

This turns out to be especially powerful when the distinctive categories have long
titles that would be hard to mention below a typical vertical bar, or when there
are a higher number of various objects and there is an inadequate area to contain
all the various columns necessary for a vertical diagram in a page.

Source: [Link]
[Link]

· Grouped graphs
This diagram indicates data about various sub-groups of the primary objects. In the
diagram given below, a grouped bar graph has been used to demonstrate the diverse
sub-groups of materials. These graphs are used to demonstrate a few sub-groups of
every object but it should be taken care that the graphs do not contain excessive
data. These graphs can be drawn horizontally or vertically which depends on the
various values of information given in the question.

Source: [Link]
[Link]

· Stacked bar graphs

These bar charts comprise of some bars which are sequentially placed on top of each
other to represent a single graph. The total length of the bar will give
information on the total amount of category, whereas different colors or sizes will
be used to give information on the relative amount of the sub-categories given in
the question.

Source: [Link]
[Link]

Example:
DIRECTIONS for questions 5 to 6: Study the following graph carefully and answer the
questions given below:

Source: [Link]
[Link]

Example 5: What is the ratio of exports in the years 1991-92 & 1992-93 together to
the imports in the same year?

A. 1.41

B. 1.17

C. 1.55

D. 1.71

Sol: Option B

Sum of exports of 1991-92 and 1992-93 = 1256 + 1661 = 2917

Sum of imports of 1991-92 and 1992-93 = 1014 + 1137 = 2151

The required ratio = 2917 / 2151 = 1.35

Example 6: The exports in 1994- 95 are approximately how many percent more than the
imports of 1991-92?

A. 49%

B. 28.69 %

C. 201%

D. None of these

Sol. Option B

Exports is 1994- 95 = 1305. Imports is 1991-92 = 1014. Required % = 100 x (1305 -

1014) / 1014 = 28.69 %. Hence, the answer is option B

Directions 7 to 8: Study the following bar chart carefully and answer the questions
given beside.

Data regarding the number of people who were tested positive with COVID-19 during
January, February, and March in five countries is given in the stacked bar chart.

Data of the number of people in five countries who were found positive with the
COVID-19 test

Source: [Link]

Example 7: Find the average number of people per day who were tested positive in
Spain in March.

A. 60.73

B. 104.51

C. 72.34

D. 76.47

Sol. Correct Option: B

The number of people tested positive in March = 3240.

Number of days in March = 31

Average = 3240/31 = 104.51

Hence, option B is correct.

Example 8: Find the ratio of the number of cases in February and march together in
the USA to the number of cases in China in March and the number of cases in Italy
in January together.

A. 829: 1560

B. 55: 47

C. 1560: 829

D. 50: 33

Sol. Correct Option: C

Total number of cases in USA in February and March = (5600 + 10000) = 15600

Number of cases in China in March = 7400

Number of cases in Italy in January = 890

Total = (7400 + 890) = 8290

Required ratio = 15600 : 8290 = 1560 : 829

Hence option (C) is correct.

Line graph

Source: [Link]

A line graph, also called a line chart is one of the basic charts to represent a
set of data pictorially. In line graphs, a straight line segment connects data
points (called markers), to represent a continuous change over a period of time.

As line graphs show continuous change, they are basically used to compare changes
over the period of time for more than one group. Generally, independent data (or
variable) is rendered in the horizontal axis whereas, the dependent variables are
placed in the vertical axis.

Example:
DIRECTIONS 9 to 10: Study the following graph carefully and answer the questions
given below.

Example 9: In which of the following years was the percentage increase in

expenditure over the previous year the maximum?

A. 1989

B. 1990

C. 1991

D. 1992

Solution: Percentage increase= 100 × Increase/Previous year income. Option 3 is

eliminated because there’s same in expenditure in 1991.
In 1989, percentage increase = 100 × 20/40 = 100 %. Which is clearly visible in
graph that the expenditure in 1989 is more than 1988.

Thus, Option A is the answer.

Example 10: What was the average expenditure of the company over the years
(approximately)?

A. 4600 cr

B. 500 cr

C. 5500 cr

D. 550 cr

Solution: Average in cr. = (20 + 40 + 50 + 50 + 65 + 50)/6 = 45.83 = 46(Approx.)

=>Average= Rs 4600 cr. Hence, answer is A option.

Pie chart

Source: [Link]
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%2flegacy%2fxuni
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%2b0inUeWyH7KbXPPSWY%3d

Pie graphs are circular shaped graphs which are divided into sectors or slices to
represent numerical data. In a pie chart, the length or central angle of each
sector or slice is proportional to the quantity it represents.

Understanding Pie charts

Let us consider Pie-chart as a circle. You can solve Pie chart problems using the
properties of a circle and the basic concept of percentages. A whole circle
contains 360 degrees. In a pie chart, these 360 degrees corresponds to the total of
the values represented in the chart. For example, 360 degree might correspond to a
class of 100 students studying in a school. On the other hand, the distribution
might be in terms of percentages, which sums up to 100% i.e 100 students now
correspond to 100 percent. Therefore 360 degrees = 100 % = 100 students. We can
easily differentiate the entire class into different groups based upon the question
statement.

Now to work with a pie chart, you may need to figure out one of the following three
things:

· The size of the angle in a slice, i.e. degrees.

· The value of a slice.

· The total sum of the values in all the slices.

Pie chart formulas and Important points:

Total angle at the center of a pie chart = 360 degree

To convert x% into angle = (x/100) × 360 e.g. for 10 %, (10/100) x 360 =36 degree
i.e. 10% forms a 36 degree angle at the center and vice-versa. To convert m degree
into percentage = (m/360) ×100

Example:
Direction 11 to 12: Study the following pie chart carefully and answer the
questions given beside.

Tamana was in a country where COVID-19 was widespread. She came to India on Monday,
17 Feb 2020. She was tested and found positive on 22 Feb, Saturday. Within the five
days from Monday to Friday, she came in physical contact with 900 people, whose
number for each day is given in the pie chart.

Number of People in Physical Contact

Source: [Link]

Out of those whom she came in contact with during these five days, only 40% were
found positive when tested after three days on Tuesday, 25 Feb. Each person, who
was found positive, came in physical contact with on an average 12 uninfected
people each day in these three days (i.e. on Saturday, Sunday, and Monday) before
being tested and isolated on Tuesday.

Example 11: What percent more people Tamana came in contact with on wednesday than
on Thursday?

A. 10%

B. 12%

C. 6.66%

D. 20%

Sol. Correct Option C

We have

Thursday = 15% of 900 = 135

Wednesday = 16% of 900 = 144

Percent difference = (144 – 135) × 100/135 = 6.66%

Alternative:

We can directly use the values on the pie chart since the ‘900’ is common to all
values of the pie chart.

(16 – 15) × 100/15 = 6.66%

Hence, option C is correct.

Example 12: How many people she infected before being found positive?

A. 900

B. 450

C. 720

D. 540

E. 360

Sol. Correct Option: E

We have

Only 40% of people were found positive with whom she came in physical contact with.

Thus 40% of 900 = 360

Hence, option E is correct.

Caselet
Caselet form is one such type where you need to comprehend with lots of data. The
question given to you will be in the paragraph form rather than a table or chart.

Example:
Directions (13 – 14): Study the following information and answer the following
questions:

There are three classes i.e. V, VI, and VII. In each of the given classes, male
students and female students are there. The total number of students in class V is
1800. The number of Male students in Class VII is 1200. The number of Male students
in Class VII and VI together is 2100. The number of male students in class VI is
20% more than the number of female students in class V. The ratio of the number of
Male students to Female students in class VII is 8:7, respectively. The total
number of female students in all classes together is 2400.

Example 13: Find the number of females in class VI?

a) 950

b) 600

c) 1550

d) 850

e) None of the above

Example 14: What is the ratio of the number of females to the number of males from
class V?

a) 1:3

b) 3:5

c) 5:7

d) 2:1

e) None of these

Solution 13-14: Common Explanation:

According to the Question,

Male student is class VI = 120% of Female student in Class V

900 = 120/100 * Female student in Class V

Female student in Class V = 900*100/120 = 750

The ratio of number of Male student to Female student in class VII is 8:7,
respectively

Female student in class VII = 1200/8 * 7 = 1050

13. Answer: B)

Female in Class VI = 600

14. Answer: C)

Required ratio = 750 : 1050 = 5 : 7

DI mixed chart

Directions (15-16): Following Pie Chart represents the percentage distribution of

students studying in different departments of an engineering college and the
tabular column depicts the ratio of male students to female students in each
department.

Source: [Link]
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Example 15. What is the total number of female students studying in that college
except the civil and mechanical department?

A. 14465
B. 21,445

C. 8945

D. 21,545

E. None of these

Solution:

Total number of females except for the civil dept. = (4,125+4,620+1,100 + 4620)

=14465 (A)

Example 16. What is the percentage of female students studying in the Mechanical
department in that college?

A .12%

B. 11%

C. 20%

D. 30%

E. None of these

Solution:

No. of female students in mechanical dept.= 6600

X% (55,000) = 6600

X= (6600 * 100)/ 55,000

X= 660/55 = 60/5

X= 12% (A)

Time and work problems deal with the simultaneous performance involving the
efficiency of an individual or a group and the time taken by them to complete a
piece of work. Work is the effort applied to produce a deliverable or accomplish a
task.

A certain amount of time (T) is taken to complete a certain work (W). The number of
units of work done per unit time is called the efficiency of work (E). Hence, Work
(W) = Efficiency (E) x Time (T)

Whenever some work is done, the total work itself can be taken as one unit. Hence,
we assume the total work done as one unit in the problems we encounter in order to
simplify the computations. In these cases, E = 1 / T or T = 1 / E. In other words,
E and T are inversely proportional as ET = W, which is a fixed quantity.

Efficiency is inversely proportional to the Time taken when the amount of work done
is constant.

Pipes and Cisterns are just an application of Time and Work. In the above
proportionality, Efficiency is replaced by Rate of filling. The equation in this
case becomes

If 'A' is 'x' times as good a workman as 'B', then

a) Ratio of work done by A & B in equal time = x: 1

b) Ratio of time taken by A & B to complete the work = 1: x. This means that 'A'
takes (1/xth) time as that of 'B' to finish same amount of work.

For example,

if A is twice good a workman as B, then it means that

a) A does twice as much work as done by B in equal time i.e. A:B = 2:1

b) A finishes his work in half the time as B

a) If 'A' and 'B' can finish the work in 'x' & 'y' days respectively, then

Together, they finish the work in xy/ (x +y) days.

b) If 'A', 'B' & 'C' can complete the work in x, y & z days respectively

Together, they complete the work in xyz/ (xy + yz + xz) days.

c) If A can do a work in 'x' days and if the same amount of work is done by A & B
together in 'y' days

So, 'B' alone will take xy / (x – y) days.

d) If A & B together perform some part of work in 'x' days, B & C together perform
it in 'y' days and C & A together perform it in 'z' days

If A working alone, time required = 2xyz/ (xy + yz – zx) days

Similarly,

If B works alone, then time required= 2xyz/ (-xy + yz + zx) days

If C works alone, them time required= 2xyz/ (xy - yz + zx) days

Example 1: If A does a work in 10 days and B does the same work individually in 15
days, in how many days will the work be completed if they work simultaneously?

Answer:

Let the amount of work be 30 units (LCM of 10 and 15). Since A does 30 units in 10
days, he does 3 units every day. Since B does 30 units in 15 days, he does 2 units
every day.

(A+B)’s 1 day work=3+2=5 unit

Time taken by (A+B)=30/5

= 6 days

Alternate

Time taken by (A+ B) = (10*15)/(10+15) = 6 days

Example 2: Ram, Mohan, and Sita can do a work in 6, 12 and 24 days respectively. In
what time will they finish the work while working together?

Answer:
(Ram + Mohan + Sita) 1 day work=4+2+1

=7 unit Required Time=24/7= 3 3/7Ans

Alternate

Example 3: A and B together can do a piece of work in 4 days. If A alone can do it

in 6 days, in how many days B can alone complete the same piece of work?

Answer:

Time taken by B=12/1 = 12 Days

Alternate

Time taken by B= 4*6/(6-4) = 12 days.

Example 4: A & B together can do a work in 8 days, B and C together in 6 days,

while C and A together in 10 days. If they all work together, the work will be
completed in

Answer:

(A+B)+(B+C)+(C+A)

1 day work=15+20+12=47 units

i.e 2(A+B+C)1 day work=47 units

∴ (A+B+C)1 day work=47/2 units

Time Taken by(A+B+C)=120/(47/2)

= 5 5/47 Days.
Alternate

Example 5: A can finish a work in 18 days and B can do the same work in 15 days. B
worked for 10 days and left the job. In how many days, A alone can finish the
remaining work?

Answer:

Total work done by B in 10 days=10×6=60 unit

Remaining work=90-60=30 unit

=30 unit

Time taken by A=30/5

=6 days

Example 6: A, B, and C can complete a work separately in 24, 36, and 48 days
respectively. They started work together but C left after 4 days of start and A
left 3 days before the completion of the work. In how many days will the work be
completed.

Answer:

Work done (A+B+C) in 1 day=(6+4+3)=13 unit

Work done (A+B+C) in 4 day=13×4=52 unit

Remaining work=144-52=92 unit

Now, Work done by B in 3 days=3×4=12 unit

Remaining work=92-12=80 unit

Work done by (A+B) in 1 day=(6+4)=10 unit

Time taken by (A+B)=80/10 =8 days

Total time=(4+3+8)=15 days Ans.

Example 7: 2 men and 3 boys can complete a work in 10 days, while 3 men and 2 boys
can complete in 8 days. In how many days can 2 men and 1 boy complete the same
work?

Answer:

Let 1 man = m unit work per day

1 boy = b unit work per day

Now,

Note: [1 man=7 unit work per day 1 boy=2 unit work per day]

Put the value of m and b in eqn-1

=(2×7+3×2)×10

=200 unit i.e total work

Now, work done by 2 men and 1 boy in 1 day

=2m+1b=(20×3+6×2)

=16 unit

So, total time taken by 2 men and 1 boy=200/16

= 12 ½ days

Example 8: Sakshi can do a piece of work in 20 days. Tanya is 25% more efficient
than Sakshi. Find the number of days taken by Tanya to do the same piece of work?

Answer:

Ratio of times taken by Sakshi and Tanya = 125 : 100 = 5 : 4.

Suppose Tanya takes x days to do the work.

5 : 4 :: 20 : x x = (4 x 20)/ 5

x= 16 days.

Hence, Tanya takes 16 days to complete the work.

The wages paid for any task has to be divided among the workers in the proportion
to their contribution towards the completion of the task. In other words, the money
earned by completing a piece of work has to be divided in the proportion of the
work done by them.

If the workers have worked for the same number of days, the money can be divided in
the ratio of their efficiencies. Efficiency is inversely proportional to the time
taken to complete a task.

Wages questions are of three types:

· Same efficiency and same number of days.

· Different efficiency but same number of days.

· Different efficiency and different number of days.

Pipes and Cisterns

The concept of people working with different efficiencies is used to solve problems
on Pipes and Cisterns also. The only difference is that, in this case, the work
done is in terms of filling or emptying a cistern (tank) and the time is the time
taken by a pipe or a leak (crack) to fill or empty a cistern respectively. If a
pipe is connected with a cistern that fills it, then it is called an inlet pipe. If
a pipe is connected with a cistern that empties it, then it is called an outlet
pipe.

The work done is filling a cistern is taken as positive and the work done in
emptying a cistern is taken as negative.

· If a pipe can fill a tank in X hours, then the part filled in one hour =
1/x.

· If a pipe can empty a full tank in y hours, then the part emptied in 1
hour = 1/y.

· If a pipe can fill a tank in x hours and another pipe can empty the full
tank in y hours (where y>x) then on opening both the pipes, the net part filled in
one hour = (1/x – 1/y)

· If a pipe can fill a tank in x hours and another pipe can empty the full
tank in y hours (where x>y), then on opening both the pipes, the net part emptied
in one hour = (1/y -1/x).

Example 9: An inlet pipe can fill in an empty cistern in 30 minutes whereas a leak
in the bottom of the cistern can empty a filled tank in 40 minutes. Find the time
taken to fill the cistern when both the inlet pipe and the leak are on.

Answer:

Part of the cistern that is filled each minute = 1/30 − 1/40 = 1/120.

Thus entire cistern is filled in 120 minutes.

Example 10: A cistern is fitted with three taps, namely P, Q, and R. P and Q can
fill a cistern in 10 and 15 minutes respectively whereas R can empty it in 12
minutes. If all the three pipes are kept open, in how much time will the cistern be
filled?

Answer:

Assume capacity of the tank = 60 liters (LCM of 10,15 & 12)

The rate at which tap P fills the cistern = 60/10 = 6 liters/min.

The rate at which tap Q fills the cistern = 60/15 = 4 liters/min and

The rate at which tap R empties the cistern = 60/12 = 5 liters/ min

The rate at which tap P, Q, and R fill the cistern = 6+4-5 = 5 liters/min

The Time taken to fill the cistern when all the three taps are opened = 60/5 = 12
mins

Example 11: A and B can do a piece of work in 40 and 50 days. If they work at it an
alternate days with A beginning in how many days, the work will be finished?

Answer:

LCM (40, 50) = 200, so let us assume 200 units as a total work.

The efficiency of A comes out to be 200/40 = 5 and the efficiency of B comes out to
be 200/50 = 4.

In two days they will complete 4 + 5 = 9 units of work

Now, we have to find a multiple of 9 less than 200, which is 198

as we are multiplying 9 by 22 in the same way we have to multiply 2 by 22.

So, in 44 days 198 units of work is completed

The remaining work is 2 units which is completed by A with an efficiency of 5.

the required answer is 44+ 2/5 days= 44 2/5days

Reference Video:

Play Video

The Chain Rule can be applied in questions based on man-days concept, the basic
assumption is that all men work with equal efficiency unless stated number of
otherwise in the question.
The relationships between the variables (M, D, h and W):

· The number of people working is directly proportional to the amount of

work done.

· The number of days worked is directly proportional to the amount of work

done.

· The number of people working is inversely proportional to the number of

days worked.

If M1 persons can do W1 work in D1 days and M2 persons can do W2 work in D2 days,

then

If M1 persons can do W1 work in D1 days for h1 hours and M2 persons can do W2 work
in D2 days for h2 hours, then

Example 12: 12 examiners work 16 hours a day to check 24000 answer sheets in 18
days. Now, 24 examiners would work how many hours per day to check 36000 answer
sheets in 36 days?

Answer:

M1 = 12, H1= 16, D1= 18, W1= 24000, M2= 24, H1= X, D1= 36 and W1= 36000

Applying the chain rule

(12* 16* 18)/ 24000 = (24* 36* X)/36000

X = 6 hours.

Example 13: A company employed 200 workers to complete a certain work in 150 days.
If only one-fourth of the work has been done in 50 days, then in order to complete
the whole work in time, the number of additional workers to be employed was.

Answer:

Let total work=1

200 workers will do 1/4 work in 50 days

Remaining work=1-(1/4)=3/4

Remaining time=150-50=100 days

Let the number of additional workers=x

Now,
» x=100

Example 14 A can complete a task in 10 days and B can complete the same task in 15
days. They start working together but A works for only 1 day. The remaining work is
completed by B. If the total wage is 1000, then what is B's share?

Answer:

Now, the question says that A can complete a task in 10 days and B can do the same
in 15 days

A = 10 days , B = 15 days

LCM of (10 , 15) = 30

So efficiency, A= 3 units /day and B= 2 units /day

A works for 1 day which means that the work done by him will be: 3 units

Work left = 30 - 3 = 27

Now, 27 units is the work completed by B

Remember:

The wage is divided in the ratio of the work done.

Ratio of work = 3:27 = 1:9

So the wage will be divided in the same ratio.

Wage of A : Wage of B = 1:9

So B's share = (9/10) x 1000

= Rs. 900

Speed time distance & Races is one of the most commonly tested topics in
Competitive exam. Questions from speed time distance and Races have appeared
consistently in the placement/Competitive exam for the last several years. Speed
Time Distance and Races is a very interesting topic, as it is relatable in real-
life scenarios. The competitive exam does not only check for formulaic knowledge in
this idea but also fundamentals and application of the concepts involved. Races as
a topic is built on Speed time distance, Ratio proportions. One can usually expect
3-4 questions from these ideas in the placement exam.

Source: [Link]
1/3/5/4/135405514/tsd-3_orig.gif

Basics of Time Speed & Distance

When an object moves in a straight line at a steady speed, we can calculate its
speed if we know how far it travels and how long it takes. This equation shows the
relationship between speed, distance travelled and time taken:

Speed is distance divided by the time taken.

Example: 1 A car travels 30 kilometers in 2 hours.

Its speed is 30 ÷ 2 = 15km/hr.

Formula used:

Source: [Link]
1/3/5/4/135405514/tsd5_orig.png

What is meters per second (m/s)?

Meters per second is a unit of Speed or Velocity in the Metric System. It measures
the number of meters travelled in a second. The symbol for meters per second is m/s
and the international spelling for this unit is meters per second. There are
0.2777777778 m/s in km/h.

What is kilometers per hour (km/h)?

Kilometers per hour is a unit of Speed or Velocity in the Metric System. It

measures the number of kilometers travelled in an hour. The symbol for kilometers
per hour is km/h and the international spelling for this unit is kilometers per
hour. There are 3.6 km/h in m/s.

To convert km/hr into m/sec:

1 km = 1000 m; 1 hr = 3600 sec.

Rule:

· To convert km/h into m/s Multiply the number by 5 and then divide it by
18.

· Whereas to convert m/s into km/h, Number multiply by 18 and then divided
by 5.

Example: 2

Convert 54 km/hr into m/sec.

Solution
Relative speed is one of the most interesting topics which is central to most
physics' concepts. When do you say that an object is in motion? If an object is
lying completely still on the ground, is it in motion or at rest? To understand
these questions, one must learn the relative speed concept.

What is Relative Speed?

We can define relative speed as the speed of a moving body with respect to another.
When two bodies are moving in the same direction, the relative speed is computed by
their difference. But when to bodies are moving in the opposite direction, the
relative speed is calculated by adding the speed of both the bodies.

The difference between relative speed and relative velocity is that relative speed
is the scalar quantity; whereas relative velocity is the vector quantity.

How to calculate relative speed?

Suppose two bodies are moving at a different speed in the same direction.

Let the speed of 1st body be x km/hr

And the speed of the 2nd body is y km/hr.

So, their relative speed is = (x – y) km/hr [x > y]

Whereas; if two bodies are moving at a different speed in the opposite direction.

Let the speed of 1st body be x km/hr

And the speed of the 2nd body is y km/hr.

So, their relative speed is = (x + y) km/hr

Example: 3

The thief Bhagu Ram is spotted by the policeman Pakad Singh from a distance of
200m. Once they see each other they start running. What is the Distance Bhagu Ram
who is running at 5 kmph would have covered before being caught by Pakad Singh
running at 7 kmph?

Solution:

Here are two bodies moving at different Speeds.

Distance between them is 200m

Relative Speed Between Bhagu Ram and Pakad Singh is 7 – 5 = 2 kmph.

So Time taken = = 0.1 hours

Thus the Distance that is covered by Bhagu Ram before being caught is the same as
the distance covered by him in 0.1 hours = 0.1 x 5 = 0.5 km
The speed of an object is found out by dividing the distance that the object covers
by the time in which the object takes to cover this distance. If ‘D’ is the
distance travelled in some time ‘T’ then the speed of the object for this journey
or ‘s’ is equal to s = D/T.

This is the simplest case. But what if there is an object that covers part of its
journey with one speed and the other part with another speed? Let us say a train
goes from station A to B in 2 minutes and from B to C in 3 minutes. If the distance
between any two stations is 6km, what is the speed of the train?

Answer: Here you can’t use the formula directly because as you may have observed
the train has a different speed from A to B than from B to C. In this case, when a
body has different speed during different parts of the journey, we define the
average speed as:

Example: 4

A truck goes from Haryana to Bangalore with an average speed of 60 km/hr. The
journey takes 30 hours. It returns from Bangalore to Haryana on the same road with
an average speed of 40 km/hr. What was the average speed of the truck during the
roundtrip?

Solution

Distance = (Speed)×(Time). Thus we can say that Distance = 60×30 = 1800 kilometers.

Now we have to find the time taken to travel from Bangalore to Haryana. We can
write:

Time = Distance / speed = 1800/40 = 45 hours.

Thus we can find the average speed as:

Average Speed = (Total distance)/(Total Time)

= (1800 + 1800)/(30 + 45) = 3600/75

= 48 km/hr

Train problems form an integral part of the time and speed questions which are
frequently asked in the quantitative aptitude section of various placement exams.
These questions are different from the basic speed, distance and time questions and
require a different approach to be answered.

Mostly the number of questions asked from the train problems topic varies between
1-3 and are mostly asked in the word problems format.

Similar to the concept of speed, distance and time, train problems are specifically
based on evaluating the speed, distance covered and time is taken by a train under
different conditions.

It is important that a candidate is aware of the types in which a question may be

framed or asked in the examination to avoid any risk of losing marks.

Thus, given below are the type of questions which may be asked from the train-based
problems:

1. Time Taken by Train to Cross any stationary Body or Platform – Question may
be asked where the candidate has to calculate the time taken by a train to cross a
stationary body like a pole or a standing man or a platform/ bridge

2. Time Taken by 2 trains to cross each other – Another question that may be
asked is the time two trains might take to cross each other

3. Train Problems based on Equations – Two cases may be given in the question
and the candidates will have to form equations based on the condition given

Important Formulas

To solve any numerical ability, question a candidate needs to memories the related
formulas to be able to answer the questions easily and efficiently.

Given below are the important train-based questions formulas which shall help
candidates answer the questions based on this topic:

· Speed of the Train = Total distance covered by the train / Time taken

· If the length of two trains is given, say a and b, and the trains are
moving in opposite directions with speeds of x and y respectively, then the time
taken by trains to cross each other = {(a+b) / (x+y)}

· If the length of two trains is given, say a and b, and they are moving in
the same direction, with speeds x and y respectively, then the time is taken to
cross each other = {(a+b) / (x-y)}

· When the starting time of two trains is the same from x and y towards each
other and after crossing each other, they took t1 and t2 time in reaching y and x
respectively, then the ratio between the speed of two trains =

· If two trains leave x and y stations at time t1 and t2 respectively and

travel with speed L and M respectively, then distanced from x, where two trains
meet is = (t2 – t1) × {(product of speed) / (difference in speed)}

· The average speed of a train without any stoppage is x, and with the
stoppage, it covers the same distance at an average speed of y, then Rest Time per
hour = (Difference in average speed) / (Speed without stoppage)
· If two trains of equal lengths and different speeds take t1 and t2 time to
cross a pole, then the time taken by them to cross each other if the train is
moving in opposite direction = (2×t1×t2) / (t2+t1)

· If two trains of equal lengths and different speeds take t1 and t2 time to
cross a pole, then the time taken by them to cross each other if the train is
moving in the same direction = (2×t1×t2) / (t2-t1)

Example: 5

A train running at the speed of 56 km/hr crosses a pole in 18 seconds. What is the
length of the train?

Solution:

Speed = {56 × (5/18)} m/sec = (140/9) m/sec

Length of the train (Distance) = Speed × Time = {(140/9) × 18} = 280 m

Example: 6

Time is taken by two trains running in opposite directions to cross a man standing
on the platform in 28 seconds and 18 seconds respectively. It took 26 seconds for
the trains to cross each other. What is the ratio of their speeds?

Solution:

Let the speed one train be x and the speed of the second train be y

Length of the first train = Speed × Time = 28x

Length of second train = Speed × Time = 18y

So, {(28x+18y) / (x+y)} = 26

⇒ 28x+18y = 26x+26y

⇒ 2x = 8y

Therefore, x:y = 4:1

Example: 7

It takes a 360 m long train 12 seconds to pass a pole. How long will it take to
pass a platform 900 m long?

Solution:

Speed = (360/12) m/sec = 30 m/sec

Required Time = {(360+900) / 30} = 1260 / 30 = 42 seconds

Example: 8

A train 300 m long is running at a speed of 54 km/hr. In what time will it pass a
bridge 150 m long?

Solution:

Speed = {54 × (5/18)} m/sec = 15 m/sec

Total distance which needs to be covered = (300+150)m = 450m

Time = Distance/Speed

Required Time = 450 / 15 = 30 seconds

The topic of Boats and Streams is very important as there are questions in almost
every competitive examination from this area. The concept is easy to understand and
is related to the topic of Time, Speed and Distance.

· A boat is said to go downstream if it is moving along the direction of the

stream. The net speed of the boat in this case is called downstream speed.

· A boat is said to go upstream if it is moving in the direction opposite to

the direction of the stream. The net speed of the boat in this case is called
upstream speed.

Let the speed of the boat in still water is 'b' km/hr and the speed of the stream
is 'w' km/hr. When the boat goes downstream then the speed will be (b + w) km/hr as
in this case the water will take the boat along with it.

When the boat goes upstream then the speed will be (b - w) km/hr as in this case
the water will offer resistance to the boat.

Let the downstream speed = d = b + w ……….(i)

Then the upstream speed = u = b – w ………(ii)

Adding the two equations, we get 2b = d + u. ⇒ b = (d+u) / 2 which gives the speed
of the boat in terms of downstream and upstream speed. Subtracting the equation (i)
and (ii), we get d – u = 2w ⇒ w = (d-u) / 2 which gives the speed of the stream in
terms of downstream and upstream speed. You should remember these boats and streams
formulas.

Some Important Shortcuts:

Suppose a man can row a boat at a speed of r km/hr in still water and covers the
same distance up and down in a stream while a stream flows at a speed of s km/hr.
His average speed will be :
· A man rows downstream by covering a certain distance in p1 hours and returns the
same distance upstream in p2 hours. If the speed of the stream is s km/hr, then the
speed of the man in still water will be :

A man takes the same number of times say m times to row upstream as to row
downstream a river. If the speed of the man is r km/hr and the speed of the stream
is s km/hr, then

Example: 9

A man swims downstream 28 km in 4 hrs and upstream 12 km in 3 hrs. Find his speed
in still water and also the speed of the current.

Solution:

Downstream Speed (u) = 28/4 = 7 km/hr

Upstream Speed (v) = 12/3 = 4 km/hr

Speed of the boat or swimmer in still water = 1/2*(Downstream Speed + Upstream

Speed)

= 1/2*(7+4)

= 5.5 km/hr

Speed of the current = 1/2*(Downstream Speed - Upstream Speed)

= 1/2*(7-4)

= 1.5 km/hr

Example: 10

The speed of the boat in still water is 15 km/hr. It takes twice as long as to go
upstream to a point as to return downstream to the starting point. What is the
speed of the current?

Solution:

Let the speed of the current = S km/hr.

As per question,

Downstream Speed = 2*Upstream speed

15 + S = 2(15 - S)
S = 3 km/hr

Inequality Reasoning refer to expressions that contain inequality signs such as <,
>, =, etc. To understand the questions based on mathematical inequalities,
candidates must know about various signs, which are used in such types of
questions. There are also various types of inequalities, which are discussed in
this article.

What is Inequality?

Inequality refers to expressions that contain inequality signs such as <, >, =,
etc. To understand the questions based on mathematical inequalities, candidates
must know about various signs, which are used in such types of questions

Source:

[Link]
AMHnfAK7jA&usqp=CAU

Symbol

Meaning

A > B

A is greater than B

A < B

A is less than B

A = B

A is equal to B

A ≥ B

A is either greater than or equal to B

A ≤ B

A is either less than or equal to B

A ≠ B

A is either greater than or less than B

Types of Inequality

[Link] Inequality

In this type of Inequality reasoning, expressions consisting of comparison between

different elements will be given and a defined relation between any 2 elements will
be asked.

2. Either – or Case
In this type of Inequality reasoning, a definite relation between two elements
cannot be determined. In this type of question there will be given 2 relations only
from which either relation 1 or 2 can be true.

3. Coded Inequality
In this type of Inequality reasoning, codes will be assigned to inequality symbols
and the expression will be given using those codes. Candidates need to decode the
symbols and find the relation between the elements

How to solve Questions Based on Inequality

Tip # 1: Candidates can consider the symbols by trick to find the answers quickly
such as > as Father, ≥ as Mother, = as Servant, the priority for solving any
questions will be given on the basis of seniority such as Father is senior than
Mother and Mother is senior than Servant, and so on.

Tip # 2: Some of the rules for Basic Inequalities are as follows.

Statement

Conclusion

P > Q >R

P > R

P > Q ≥ R

P ≥ Q > R

P = Q > R

P > Q = R

P < Q < R

P < R

P < Q ≤ R

P ≤ Q < R

P = Q < R

P < Q = R

P ≥ Q ≥ R

P > R or P = R

P = Q ≥ R

P ≥ Q = R

P ≤ Q ≤ R
P < R or P = R

P = Q ≤ R

P ≤ Q = R

P < Q > R

No conclusion can be inferred

P ≤ Q > R

P < Q ≥ R

P > Q < R

P > Q ≤ R

P ≥ Q < R

Tip # 3: Candidates need to follow the below mentioned rules for solving the
either-or case inequalities reasoning section:

Complementary Pair

Conditions

> + =

Elements in both conclusions should be the same.

Both are individually false.
Combination of the relation should be true.
< + =

> + < + =

≤ + >

Elements in all conclusions should be the same.

The relation between the elements in all the cases should be “can’t say”
> + ≤

Solved examples

Q. Statement

T < D > G < F > B > H

Conclusion:

I. G < H (false)

II. F > T (false)

 Q. Statement:

T < D > G, P < F = T

Conclusion:

I. P < G

II. G > T

Solution:

Here, first, we have to arrange it in a single series to get the definite relation.

P < F = T < D > G

I. P < G (false)

II. G > T (false)

Q. Statement:

T < S < D = F, F ≥ Q > E = R

Conclusion:

I. R < D

II. Q > T

Solution:

Here, first, we have to arrange it in a single series to get the definite relation.

T < S < D = F ≥ Q > E = R

I. R < D (true)

II. Q > T (false)

Q. Statement:

T < S < D = Q, T ≠ P = X < Z < R,

Conclusion:

I. X < D (False) (≠ means either > or <)

II. Q > P (False) (≠ means either > or <)

Q. Statement:

R ≠ S > Y ≠ Q, P < F = R = E < T,

Conclusion:

I. P < T (true)

II. S < F (false)(≠ means either > or <)

Q. Which of the following order of letters (from left to right) in the blanks makes
the expression, C > P definitely true?

____ = ____ > ____ ≤ ____=____

a) Z, T, C, D, P

b) T, P, D, C, Z

c) P, T, C, D, Z

d) D, C, T, Z, P

e) None

Solution: (e) None

Q. In these questions, the relationship between different elements is shown in the

statement. The statement is followed by two conclusions. Choose the correct answer
on the basis of the information given below.

a) If only conclusion I is true.

b) If only conclusion II is true.

c) If either conclusion I or II is true.

d) If both conclusions I and II are true.

e) If neither conclusion I nor II is true.

In the following questions, the symbols %, @, #, &, $ are used. All the symbols
define the following meanings.

Y # Z means that ‘Y is equal to Z’

Y & Z means that ‘Y is greater than Z’

Y $ Z means that ‘Y is greater than or equal to Z’

Y % Z means that ‘Y is smaller than Z’

Y @ Z means that ‘Y is smaller than or equal to Z’

For example;

Q. Statements:

O $ M; P # M; R % P;

Conclusions:

I) P % O

II) P # O

Ans: c
Solution:

Step 1 – Decode the given symbols as shown below:

Symbols

&

Meaning

<

>

Step 2 – Now decode the given statements with the help of the above table:

So, after decoding the statements, we have;

O ≥ M; P = M; R < P.

After arranging, we have;

R < P = M ≤ O

Step 3 – Now based on the given statement; we can conclude that either O > P or O =
P will be true.

So, the correct answer is c.

ALL THE ABOVE DATA IS PROVIDED ON LMS ABOUT APTITUDE