LSAT Preparation - Part 1

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Lesson 7: Printer Friendly

Analytical Reasoning - Question Types
Lessons > Lesson 7 > Printer Friendly

Chapter 1
Introduction to the Types of Analytical Reasoning Questions
In Lesson 6 you read an overview of how the LSAT tests your analytical reasoning skills and tips on how to improve your performance on this
section. In this lesson you will be introduced to the possible diagram types you might encounter.
Lessons 8 and 9 will cover more thoroughly the most likely diagram types you might encounter. Lesson 10 will contain an in-depth analysis of
analytical reasoning problems found in the LSAT Preptests book.
There are, at most, 9 different types of analytical reasoning questions that might arise on your LSAT. Depending on your point of view, there
might only be 2 or 3 different types of questions since several types of questions can be viewed as variations on the same related theme. We
have found that essentially all analytical reasoning problems are variations of the spatial order, or line-up, problem or the group membership, or
sub-group, problem
In the analytical reasoning section, you must approach every problem set with the intent to use one of your 9 diagram types. The majority of
questions will require only simple diagrams. If you use one of your pre-learned diagram types, you can quickly apply the particular conditions of
the question to whatever diagram you are using. You will not have enough time to create a new kind of diagram. You will only have enough time
to apply the conditions to the diagram. This is why, before you enter the LSAT test room, you must have an instinctual feel for what the diagrams are and how to use them.
The Two Most Common Analytical Reasoning Question Types
The following question types are typically the most common question types tested in the analytical reasoning section. Essentially each of the
analytical reasoning questions on the LSAT can be grouped into two major types of questions: spatial order and group membership.

Chapter 2
Spatial Order Problems
Spatial order problems concern the order of objects or persons relative to one another in space. The following are three variations of spatial order problems.
1. The line order, or the line-up.
This is the most common type of analytical problem on the LSAT. It is also the easiest for most test-takers. This is a spatial order problem; you
are asked to order items or persons as they relate to one another in space. As the descriptive moniker implies, you are faced with creating a
line of some kind of object: people, cars, letters, flags, etc. Conditions govern where certain objects may or may not be placed in the line.
Example: There are four stones, A, B, C, & D. You must arrange them in order of their size, smallest to largest.
A is smaller than D
D is larger than B
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C is larger than D
B is smaller than A
Answer: B, A, D, C.
Since the line-up is one of the most common question types, we will cover it in greater detail in Lesson 9.
The multiple occupants line order.
This also involves a line-up, but the important difference is that two objects can occupy the same position in the line up. This makes this problem slightly more difficult than the simple line-up.
Example: Five companies, A, B, C, D, & E, occupy a three-story office building. There are two office spaces per floor. Some floors may be unoccupied. Some companies may occupy more than one office space, or more than one floor.
A is higher in the building then B
B is lower in the building then C
C is on the same floor as D, and both are one floor above A
E is not on the top floor
Answer: Since A has to be one floor above B, and C & D must be one floor above A, C&D are on the top floor, A is on the second floor, B is on
the first floor, and E may be on either the second floor or the first floor.
Since the multiple occupants line-up is also one of the most common question types, we will cover it in greater detail in Lesson 9.
The Table.
In the LSAT world, tables and seating arrangements take on an importance usually only found at the U.N. It is possible that you will see a seating arrangement question, which is another spatial order question type. The table is like the line up, with the added twist that the line comes fullcircle. The table is not commonly tested.
Example: There is a round table with 4 chairs. Seat the delegates.
A cannot sit next to B
B must sit next to C
Answer: Starting at the twelve o'clock, A, at three o'clock, D or C, at six o'clock, B, at nine o'clock, D or C.
Since the table is similar to the line-up, see Lesson 9 for a more detailed treatment.

Chapter 3
Group Membership Problems
Group membership problems order people or objects into specific groups. Here you will be faced with choosing a smaller grouping of objects
from a larger group of objects. The classic example is choosing a sports team, or choosing some other group of people to serve as a work
group or a board. Some members will not be allowed to be group together, and some members have to be grouped together. Also, there may
be some additional criteria. For example, the larger group of objects may be split into three different classes, and you may be required to observe certain ratios when selecting from each class.
Example: You are choosing a co-ed soccer team. You must select 5 players. At least two players must be female. There are four males to
choose from: A, B, C, & D. There are three females to choose from: X, Y, & Z. The conditions are as follows:
C will not play with B
B will not play with Z
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Y will not play with Z

C will not play with D
Answer: A, B, and D with X and Y.
It is especially important to note the elements with the most and least restrictions for group membership problems. Since the sub-group is tested to a fairly great extent, we will cover it in greater detail in Lesson 8.

Chapter 4
Heavier than/Taller than, the map, and the matrix
The following 5 problem types are much less frequently tested on the LSAT. There is a small chance that you will see one of these less common question types on your test. You should spend your study time accordingly by giving the most emphasis to the problem types covered in
Lessons 8 and 9, but you should be familiar with these problem types in order to ensure that you can complete them if necessary.
1. Heavier Than/Taller Than problems
This kind of problem is not commonly tested on the LSAT, but it is possible that it will arise. It incorporates many of the features of the line-up,
but it has some twists that make it unique. Follow the instructions for diagramming this problem and you will easily conquer it.
Example: For the class photo, you are arranging the kindergarten class in order of shortest at left to tallest at right.
A is taller than B
B is shorter than C
C is taller than D
D is the shortest student.
Answer: We know that D is at the farthest left. We know that B is to the left of C and A, but to the right of D. We do not know who, A or C, is the
tallest.
How to answer heavier than/taller than questions:
Step 1. Using the above example, start with a clean sheet of paper. Draw a horizontal arrow from the left side to the right side. The left end of
the arrow will be the "shorter" end. The right side of the arrow will contain the "taller" letters.
Step 2. A few inches above the arrow (not directly above the arrow), write "B", then draw an arrow to the right of B and then write "A" The reason you do not want to write B and A on the arrow is that you don't know where they are in relation to the arrow, only in relation to each other.
Step 3. B is shorter than C. Directly above your B to A arrow, Create a B to C arrow.
Step 4. Directly above the B to C arrow, draw a D to C arrow.
Step 5. Finally, the anchor we were looking for! Since D is the shortest, write "D" on the left end of the arrow.
Step 6. Draw conclusions. We know that B is shorter than A and C, but is taller than D, so we can fix B's position
We are left with the following possibilities from shortest to tallest:
DBCA
or
DBAC

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Now you must read the questions which usually will add a new condition, like: E is shorter than A but taller than B. Re-draw your diagram, and
add E. You would have a right arrow from B to E to A. Since you cannot fix E's position you should not place this B-E-A arrow on the main arrow, but should place it above.
This gives you the following three possibilities from shortest to tallest:
DBCEA
or
DBECA
or
DBEAC
As you can see this is essentially a line-up spatial order question.
2. The Map
The Map is an easy concept but can be a difficult LSAT problem to conceptualize. Since The Map is not constrained by the boundaries inherent
in the line-up problems, it is harder to find an anchor to start your diagram. This is not a likely test question, but would be very difficult if you did
not know how to diagram it.
Example: You are designing a subway system. There are four stations.
Station A is due west of station B
Station B is north, but not due north, of C
Station C is due south of station D
Station D is north of station B
Answer:
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From north to south: D, A/B, and C

From east to west: D/C, B, A; or B, D/C, A; or B, A, D/C
Note: We do not have enough information to fix D or C's east/west location. So, D and C could be located anywhere along the
dotted line shown in Diagram 2 (located in the supplementary materials for this lesson) as long as they maintain their proper
north/south positions in relation to the other stations.
How to answer the map.
Step 1. Using the above example, start with a clean sheet of paper. Draw a box around the border of the paper. This box will be your map.
North will be the top of the page, South will be the bottom, East will be the right side of the page, and West will be the left side. If you need to
remind yourself, draw a North/South, East/West compass in one of the corners of the page.
Step 2. Somewhere near the center of the page, write "A." Then draw a solid arrow directly to the right of A. It does not matter how long your
arrow is, a few inches is enough. At the right end of the arrow write "B."
Step 3. Here is where the map gets difficult. Starting at B, draw a dashed line to the right side of the paper, and then to the left side of the paper. Instead of drawing the dashed line through "A", simply draw a dashed line from the left of "A." You now have a picture like this across the
approximate middle of your page: [-------A+++->B------] . To position C, simply draw a circle anywhere under the dashed line. Write "C" in this
circle.
Step 4. From your "C" circle, draw a solid arrow to the top of the page. At the top, or North, end of the arrow, draw a circle and write "D" in the
circle.
Step 5. On the C to D arrow, cross out or erase that section of the arrow that lies below the B dashed line.

As discussed in the example, you cannot yet fix all the locations. The questions may provide further conditions, for example: "E is located West
of A, South of D, and due West of C."
3. The Matrix
This diagram can be very difficult since it involves a grid that might have 4 or more variables on the X-axis, and 4 or more variables on the Yaxis. Even in the 4x4 scenario you would be faced with 16 potential variables. Increase the grid to a 6x6 and you have 36 potential variables.
Just diagramming this graph can take a long time. Luckily, the matrix is not a commonly tested LSAT problem. The matrix is often used to
present a problem where you must schedule employees with certain skills. Diagram a grid and follow along with this example.
Example: You have four students, A, B, C, & D. At any given time they will each be in a separate classroom. There are five possible classrooms: 1, 2, 3, 4, & 5.
A can only be in an odd-numbered room
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B can only be in a room next to A

C can only be in room 4 or 5
D cannot be in room 1 or 5
C and D must be in adjoining rooms.
Answer:
A can be in room 1 or 3
B must be in room 2
C may be in room 4 or 5
D may be in room 3 or 4
How to answer the matrix.
Step 1. Start with a clean sheet of paper. Use the above example. First determine how many variables exist. Then determine which set of variables should be the x, or horizontal, axis and which should be the y, or vertical, axis. You may find it easier to make the variable set with the
greater number of variables the x-axis. It is usually easier to read along a horizontal axis then a vertical axis. Here there are 5 rooms and only 4
students, so the room numbers will be placed on the x-axis.
Step 2. Draw a horizontal line to serve as your x-axis, and at right angles, draw a horizontal line to serve as your y-axis.
Step 3. Write the variables of the x-axis. Along your horizontal line from left to right at equal distance from each other, write, "1," "2," "3," "4,"
and "5." Then draw a vertical line between each of the numbers extending up to the top of your graph.
Step 4. Write the variables of the y-axis. Along the vertical line from bottom to top at equal distances from each other, write, "A," "B," "C," and
"D." Then draw a horizontal line between each of the letters extending right to the end of your graph. You now have a matrix, or a series of boxes.
Step 5. Apply the conditions. "A" can only be in an odd-numbered room. Draw an "X" in rooms numbered 2 and 4.
Step 6. Now you must infer conclusions. "B" can only be in a room next to "A." Since "A" cannot be in room 4, "B" cannot be in rooms 5, 3, or 1.
Step 7. Since "C" can only be in rooms 4 or 5, he cannot be in rooms 1, 2, or 3.
Step 8. Since "D" cannot be in room 1 or 5, put an "X" in both rooms on "D's" horizontal axis.
Step 9. Since "C" and "D" must be in adjoining rooms we need to decide which arrangement of rooms is not possible. Since "C" cannot be in
room 3, D cannot be in room 2.
Step 10. Now draw more inferences to eliminate more boxes. In the upper right-hand corner of the D3 box, write in a small "D." This will serve
as a provisional anchor. Since "C" must be next to "D," write in a small "C" in box C4. Since "C" and "D" currently occupy rooms 3 and 4, write a
small "X" in the upper corner of B4 and A3. This shows you that the boxes are already occupied. "B" can now only occupy box 2, place a small
"B" in the upper right hand corner. Since "A" and "B" must be adjoining, "A" cannot therefore occupy room 5, so put a small "X" in the right hand
corner. Since room 3 is already occupied, "A" can only occupy room 1. Write a small "A" in the upper right hand corner of A1.
Step 11. Starting again with "D", write a small "D" in the upper left-hand corner of D4. This will be a second provisional anchor. Since "C" must
be next to "D", write a small "C" in the upper left-hand corner of C5. Since rooms 4 and 5 are occupied, write a small "X" in the upper left-hand
corners of B4 and A5. "B" can now only occupy box 2, place a small "B" in the upper left-hand corner. "A" can now occupy room 1 or 3, write an
"A" in the upper left hand corner of each box, and draw a circle around "A" to signify that it is not fixed.
Step 12. Note that "D" could also occupy D3; circle "D" in the corner of this box. "C" would therefore occupy C4; circle "C in the corner of this
box. And "B" would still be positioned at B2. Since either "C" or "D" must occupy room 4, "B" must be permanently positioned in room 2, so we
can cross out B4.

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Now we know that "A" can occupy either room 1 or room 3, "B" must occupy room 2, and "C" and "D" can occupy either room 4 or room 5.
As you can see, the matrix can be time-consuming. Fortunately, it is easy to graph.

Chapter 5
The Family Tree and thee Complex Problem
4. The Family Tree.
You undoubtedly know what a family tree looks like. The diagram method for the family tree might already be familiar to you. Occasionally the LSAT will test this type of problem. Once mastered, this diagram is fairly simple.
Example: Make a family tree for the Smiths'.
A is the father of Q
E is the mother of R
R is the cousin of S
S is the brother of Q
What is E's relationship to Q?
Answer: E is Q's aunt.
How to answer the family tree:
Step 1. Draw a "T" shape. Write "A" at the left end of the crossbar. Write "Q" at the bottom of the staff of the "T." Put a "?" or leave blank
the space at the right end of the cross-bar, since we do not know the mother of "Q."
Step 2. Look for any other conditions that relate to "A" or "Q." The last condition states that "S" is the brother of "Q." Draw another vertical line down the "A" - "?" horizontal line. This line will be parallel to the line that connects "Q" to the crossbar. At the bottom of this new
vertical line, write "S."
Step 3. Look for any other conditions that relate to "A," "Q," or "S." We find that "R" is the cousin of "S." Since "S" and "Q" are brother
and sister, we can also assume that "R" is the cousin of "Q." Write "S" off to the left or the right of "Q."
Step 4. Finally, the last condition states that "E" is the mother of "R." Draw a large "T" shape above "R." Place "E" at one end of the
crossbar. The "E"/"R" relationship could also emanate from the unknown mother of "Q" and "S," but for our purposes, it does not matter
which side of the family they a part of. Just keep in mind that they could be related to either parent of "Q" and "S."
Step 5. Draw conclusions. We can see that "E" is the mother of "R" and the aunt of "S" and "Q." We can also see that "A" is the uncle of
"R." Later conditions added by the individual questions would add new family members.

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5. The Complex Problem.

The complex problem is similar to the matrix and other spatial relationship problems, but it is harder than the matrix. It is rarely tested.
As with the matrix, if you are faced with this problem, you may want to put it to the side until you finish the rest of the section.
Example: Schedule the contestants at the talent show.
You have 3 different stages: #A, #B, and #C.
Each stage can hold one act at a time.
All three stages can be used at the same time.
Stage #A cannot accommodate musical acts.
Stage #B is the only stage where two acts in a row can be performed.
There are 7 acts, 1-7.
There are 3 separate time slots when acts can be performed: 8:00 PM, 9:00 PM, and 10:00 PM.
#1, #4 and #7 are musical acts.
Act #6 must precede act #7 on the same stage.
Acts #1 and #2 must take place during the same time slot.
Act #3 must take place immediately after act #1.
Answer: See below.
How to answer the complex problem.
Step 1. Draw the matrix that you are now familiar with. You will have a 3x3 grid with "A," "B," and "C" on the horizontal axis, and "8:00
PM," "9:00 PM," and "10:00 PM" on the vertical axis. Extend the lines of your grid to allow you space to make notes that will correspond
to the relevant vertical column or horizontal row.
Step 2. Look for the most restricted stage. Stage "A" cannot accommodate musical acts, and acts #1, #4, and #7 are the only musical
acts. Below column "A" write "no 1, 4, or 7." Now, anytime you look at column "A" you will know that these acts cannot be on this stage.
Go a step further and look for additional conditions. Since act #6 must be on the same stage as #7, you now know that #6 is also not on
stage "A." Write this next to the other three exclusions.
Step 3. Look for the most restricted acts. Since act #3 must take place after act #1, then it is not possible for act #1 to take place at
10:00 PM. It might take place at 8:00 PM or 9:00 PM. Also, since act #2 must take place at the same time as #1, the same rule applies.
To remind yourself of this, write "no 1 or 2" to the right of the 10:00 PM horizontal row. Likewise, act #3 cannot take place at 8:00 PM.
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Write "no 3" to the right of 8:00 PM.

Step 4. Stage "B" is the only stage where two acts in a row can be held. This will be the key condition to the complex problem. Two
stages "A" and "C," cannot hold consecutive acts, this means that to accommodate 7 acts, stages "A" and "C" will have to hold acts at
8:00 PM and 10:00 PM. It also means that the three remaining acts will have to be on stage "B." The best way to graph this important
condition is to put an "X" in box A/9:00 PM and box C/9:00 PM.
Step 5. Now you must draw inferences. Since #1 and #2 cannot be at 10:00 PM or 9:00 PM, they must be at 8:00 PM. Since #3 must
take place immediately after #1, #3 must take place at 9:00 PM, and the only possible stage at 9:00 is B; thus #3 is on stage B at 9:00.
Step 6. We now know that acts #6 and #7 must be on same stage with #6 before#7, so #6 cannot be at 10:00 and #7 cannot be at 8:00.
They can only occupy stages B or C. Since #3 must occupy stage B at 9:00, neither #6 nor #7 can perform at 9:00, #6 must appear at
8:00 and #7 at 10:00.
Step 7. With this information, we know that at 8:00 we have #1, #2, and #6. We know that neither #1 nor #6 can perform on stage A, so
#2 must be on stage A; thus #1 or #6 can occupy B or C.
Step 8. The 10:00 slots must be filled with the remaining acts: #4, #5, and #7. Since #4 and #7 cannot occupy stage A, #5 must be in
stage A. #4 and #7 occupy either B or C. Keep in mind that if #6 is on B, #7 must be on B; if #6 is on C, #7 must be on C.

Questions might look like this:

1. If act #6 is on stage B at 8:00 PM, which of the following must be true?
A. #1 is on stage A
B. #2 is on stage C
C. #3 is on stage C
D. #4 is on stage C (correct)
E. #5 is at 8:00 PM
2. Which of the following must be true?
A. #1 and #4 are on the same stage (correct)
B. #2 and #3 are on stage C
C. #5 is on stage C
D. #4 and #3 perform at 10:00 PM
E. #5 performs at 8:00 PM
Fortunately, these types of complex questions are very rare on the LSAT.
We have introduced the two most frequent and other less frequent question types that you may encounter on the LSAT. In the next two lessons,
we will concentrate more deeply on the two most frequent questions types: group membership and spatial order problems.

Supplementary Material

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Lesson 7 Examples
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Diagrams 1-5

Assignment

Using what you have learned in this lesson, create problem samples for a spatial order (line-up) problem type and a group membership (subgroup) problem type and post them in the discussion area. They do not have to match the difficulty of the LSAT problems, but they should represent the proper type of problem. Try to draw diagrams for the problems posted by other students.
If you have time try to create your own problem examples for each of the other types of diagrams discussed in this lesson. Post your sets of
conditions in the discussion area and try to draw diagrams for the problems posted by other students.

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